Sample records for providing teacher training

  1. Challenges in Providing Trainings for English Teachers of Elementary Schools

    Directory of Open Access Journals (Sweden)

    Nury Supriyanti


    Full Text Available Primary English provision in Indonesia has started in 1994 in which English has the position as the local content subject in the elementary schools. English has then been part of the Indonesian elementary schoolchildren’s daily routines in many different ways. In the major cities, which are geographically then educationally more privileged,  the children might enjoy their English lessons because they have the qualified teachers who know English and how to teach it to young learners, they have appropriate and interesting materials as well as  appropriate techniques  to learn by. The case is quite different for the children of the less privileged areas where access to qualified teachers, appropriate materials and fun learning is almost impossible. These children have to be content with teachers with no English or child teaching background who are hired because only them who are available. The paper  describes the struggle of  the English Education department of the Yogyakarta State University  in the development of the EFC courses  in order to contribute to the provision of  English to elementary schools in Indonesia.

  2. Resource approach in providing health-saving process of future teachers training

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    Mykytiuk S.A.


    Full Text Available The article reveals the mechanisms of resource approach realization in the organization of pedagogical education. There were defined the ways of providing health-saving teacher training, namely: assessment criteria of adjustment of social order and personal professional development needs, means of implementing the tasks of pedagogical education concept according to the resource approach. In this article the author concretized methods of preserving and strengthening the spiritual health of future teachers in the process of professional training. On the basis of analysis of editions of the home and foreign authors sanctified to the problems of health of young people, it is exposed, that the problem of health of student young people can be considered in the context of exposure of values of health in the field of thinking of students, and also descriptions of their life in the modern terms of maintenance of human capitals.

  3. Coaching Teachers-in-Training. (United States)

    Veenman, Simon; Gerrits, Jacqueline; Kenter, Jacqueline

    In this study, the implementation effects of a program for teaching coaching skills to Dutch primary school teachers acting as supervising or cooperating teachers for teachers-in-training are described. Coaching is a form of in-class support intended to provide teachers-in-training with feedback on their functioning and, thereby, stimulate…

  4. Science Research 4: A New Curriculum Providing Student Mentorship and Teacher Training Facilitated by High School Students (United States)

    Danch, J. M.; Aker, K.


    As part of a continuing comprehensive plan to include authentic scientific research in the science curricula of the Woodbridge Township School District, a new curriculum was developed to expanding the current 3-year Science Research Program to include a 4th year class. As with the previous 3 levels, the objectives of this curriculum include the development, implementation and dissemination of authentic scientific research by students. New objectives make use of the students advanced knowledge of the methods of science and electronic laboratory technology to provide mentorship to students performing scientific research or other inquiry-based science activities. Mentored students include those enrolled in high school Science Research 1, 8th Grade Honors Geoscience, and other high school science classes where scientific methods, inquiry-based learning and electronic data acquisition tools are utilized. Student mentors will also assist in the facilitation of a district-wide K-12 science symposium. The curriculum also calls for the creation of educational materials by students to enhance the teaching of scientific research and inquiry-based learning. Finally, students enrolled in Science Research 4 will conduct teacher-training sessions where their advanced expertise in the utilization of electronic sensors and data acquisition and analysis devices will be used to expand the use of such technology by teachers not only involved in research-based courses, but all areas of science education throughout the school district.

  5. Effects of teacher training

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Larsen, Lea Lund


    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....


    National Research Council Canada - National Science Library

    Aurelio Moreno-Zaragoza


    .... Today the teacher must be a professional required to have basic knowledge for training, teaching and learning must be able to understand and tolerate different opinions and actions of people, embrace change, avoid imposing ideas or ways of thinking.

  7. The American Influence in Indonesian Teacher Training, 1956-1964 (United States)

    Suwignyo, Agus


    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…

  8. Trauma-Focused Training Program for Teachers (United States)

    Davis, Marilyn Diane


    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…

  9. Providing Retraining and Advancement Training for Primary/Elementary School Teachers at the State Level in Great Britain and the USA (United States)

    Chychuk, Antonina


    In Great Britain and the USA the normative basis of primary/elementary school teachers' qualification advancement is being actively developed, i. e. this issue is considered at the state level. For a long time the development of retraining and advancement training system for primary/elementary school teachers has been grounded on conceptual…

  10. Music teacher training in Denmark

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik


    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....

  11. EFL Teacher Training

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    Belabbas Ouerrad


    Full Text Available In any teaching-learning situation success depends on giving proper consideration to both human elements, such as the role of the teacher, the nature of the learners, and also to non-human elements like the textbook, the syllabus, the number of hours allotted to the subject study and the like. With the education reform, teaching foreign languages is the core of many debates and the agenda of almost all discussions. Thus, many questions on the subject are posed: should we teach scientific subjects in French or in English? Should we introduce both of them in primary schools? At what level? But the true questions are hardly raised like the ones concerning the teacher, his qualifications and his training. Let us make no mistake about it, any tentative reform, and whatever its actions are, could not be achieved without prior action of teachers ; they are the cornerstone and the secret of any successful educational system, for they contribute to a large extent in the achievement of all objectives. Therefore, priority should be given to teachers - how to prepare them to changes, innovations and reforms that are likely to happen

  12. Providing Effective Feedback to EFL Student Teachers (United States)

    Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed


    Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do…

  13. Networking Education and Teacher Training

    NARCIS (Netherlands)

    Ton Koenraad; John Parnell


    This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased


    African Journals Online (AJOL)

    Sthn. Afr. J. Env. Ed. flo 9 (llovenber 1988). 3. ENVIRONMENTAL EDUCATION TEACHER TRAINING: A PARTICPATORY RESEARCH MODEL. Roy Ballantyne and Peta Tooth-Aston. The need for environmental education teacher training in South Africa is identified as vital :or _the effective i ntroduct1 on of en vi ronrnental ...


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    María Manuela Valles-Ornelas


    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.

  16. An Analysis of Social Skills Instruction Provided in Teacher Education and In-Service Training Programs for General and Special Educators (United States)

    Dobbins, Nicole; Higgins, Kyle; Pierce, Tom; Tandy, Richard D.; Tincani, Matt


    An adapted version of the "Teacher/Staff Skillstreaming Checklist" was used to determine the level, type, and area of social skills instruction provided to general and special education teachers. Nine universities participated in the study in which facilitators advertised the adapted questionnaire to licensed general and special education teachers…

  17. A Sustainable Model for Training Teachers to Use Pivotal Response Training (United States)

    Suhrheinrich, Jessica


    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…

  18. Training Teachers to Teach Probability (United States)

    Batanero, Carmen; Godino, Juan D.; Roa, Rafael


    In this paper we analyze the reasons why the teaching of probability is difficult for mathematics teachers, describe the contents needed in the didactical preparation of teachers to teach probability and analyze some examples of activities to carry out this training. These activities take into account the experience at the University of Granada,…

  19. Student teacher training: participant motivation. (United States)

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


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

  20. 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 ...

  1. Telematics for Teacher Training Project. Final Report. (United States)

    Davis, Niki, Ed.; Prosser, Dominic, Ed.

    Telematics for Teacher Training (T3), as a European support action, has prepared the profession of European teacher training for the infusion of Telematics into courses, plus the enhancement of training provision via telematics applications. T3 Consortium partners included eight teacher training institutions across eight European countries.…

  2. Providing Retraining and Advancement Training for Primary/Elementary School Teachers at the State Level in Great Britain and the USA

    Directory of Open Access Journals (Sweden)

    Chychuk Antonina


    Full Text Available In Great Britain and the USA the normative basis of primary/elementary school teachers’ qualification advancement is being actively developed, i. e. this issue is considered at the state level. For a long time the development of retraining and advancement training system for primary/elementary school teachers has been grounded on conceptual foundations of pedagogy that ensures the functionality of the mentioned system. The research results on conceptual foundations for forming an education system of teacher qualification advancement in Great Britain and the USA prove that their nature depends on the development of these countries’ history. In particular, there is a trend towards integrating course- and school-based forms of qualification advancement on the ground of teachers’ collaboration with lectures; raising the question of making the education process of primary/elementary school teachers’ qualification advancement more democratic; creating a participatory style of learning that is carried out collectively (teachers actively develop the programme content and propose to include such issues that are necessary for their solving during these courses.

  3. Providing undergraduate science partners for elementary teachers: benefits and challenges. (United States)

    Goebel, Camille A; Umoja, Aminata; DeHaan, Robert L


    Undergraduate college "science partners" provided content knowledge and a supportive atmosphere for K-5 teachers in a university-school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation, was composed of four major elements: 1) a cadre of mentor teachers trained to provide district-wide teacher professional development; 2) a recruitment and training effort to place college students in classrooms as science partners in semester-long partnerships with teachers; 3) a teacher empowerment effort termed "participatory reform"; and 4) an inquiry-based curriculum with a kit distribution and refurbishment center. The main goals of the program were to provide college science students with an intensive teaching experience and to enhance teachers' skills in inquiry-based science instruction. Here, we describe some of the program's successes and challenges, focusing primarily on the impact on the classroom teachers and their science partners. Qualitative analyses of data collected from participants indicate that 1) teachers expressed greater self-confidence about teaching science than before the program and they spent more class time on the subject; and 2) the college students modified deficit-model negative assumptions about the children's science learning abilities to express more mature, positive views.

  4. A sustainable model for training teachers to use pivotal response training. (United States)

    Suhrheinrich, Jessica


    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 as pivotal response training, as evidence-based, dissemination to school environments has been problematic. This study assessed the benefits of using the train-the-trainer model to disseminate pivotal response training to school settings. A multiple-baseline design was conducted across three training groups, each consisting of one school staff member (trainer), three special education teachers, and six students. Trainers conducted the teacher-training workshop with high adherence to training protocol and met mastery criteria in their ability to implement pivotal response training, assess implementation of pivotal response training, and provide feedback to teachers. Six of the nine teachers mastered all components of pivotal response training. The remaining three teachers implemented 89% of the pivotal response training components correctly. The majority of trainers and teachers maintained their abilities at follow-up. These results support the use of the train-the-trainer model as an effective method of disseminating evidence-based practices in school settings. © The Author(s) 2014.

  5. Training of chemistry teachers for sustainable development (United States)

    Gilmanshina, S. I.; Sagitova, R. N.; Melnikov, G. F.; Fedotova, R. R.


    Proposed and piloted teacher training plan containing elements of the concept of sustainable development. teacher training plan includes the development of general and specialized courses in chemical disciplines, organization of activities, taking into account the principles of Green Chemistry.

  6. Training Teachers for Developing Communicative Skills

    National Research Council Canada - National Science Library

    Tatjana Kadunc


    ... 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...

  7. Tourette Syndrome: A Training Day for Teachers. (United States)

    Chowdhury, Uttom; Christie, Deborah


    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)

  8. Exploring Teacher Candidates' Attitudes towards Pedagogical Teacher Training Based on Different Variables (United States)

    Toraman, Cetin; Aydin, Hasan; Ulubey, Ozgur


    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.…

  9. The Galileo Teacher Training Programme (United States)

    Doran, Rosa

    The Galileo Teacher Training Program is a global effort to empower teachers all over the world to embark on a new trend in science teaching, using new technologies and real research meth-ods to teach curriculum content. The GTTP goal is to create a worldwide network of "Galileo Ambassadors", promoters of GTTP training session, and a legion of "Galileo Teachers", edu-cators engaged on the use of innovative resources and sharing experiences and supporting its pears worldwide. Through workshops, online training tools and resources, the products and techniques promoted by this program can be adapted to reach locations with few resources of their own, as well as network-connected areas that can take advantage of access to robotic, optical and radio telescopes, webcams, astronomy exercises, cross-disciplinary resources, image processing and digital universes (web and desktop planetariums). Promoters of GTTP are expert astronomy educators connected to Universities or EPO institutions that facilitate the consolidation of an active support to newcomers and act as a 24 hour helpdesk to teachers all over the world. GTTP will also engage in the creation of a repository of astronomy education resources and science research projects, ViRoS (Virtual Repository of resources and Science Projects), in order to simplify the task of educators willing to enrich classroom activities.

  10. Teachers Candidates' Reviews on Teacher Candidate Training System (United States)

    Altintas, Sedat; Görgen, Izzet


    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…

  11. In-Service Training of Teachers in Educational Technology. (United States)

    Neumann, Horst


    Discusses teacher training in the German Federal Republic, and the functions of the Berlin Audio-Visual Aids Centre. In addition to stocking and lending out audiovisual equipment and media, the center provides equipment and counseling for training of teachers and enhancement of education. (JEG)

  12. Private Training Providers: Their Characteristics and Training Activities. Support Document (United States)

    Harris, Roger; Simons, Michele; McCarthy, Carmel


    This document was produced by the authors based on their research for the report, "Private Training Providers: Their Characteristics and Training Activities," [ED495181] and is an added resource for further information. That study examined the nature of the training activity of private registered training organisations (RTOs) offered to…

  13. Social Web in Teacher Education and Teacher Training

    NARCIS (Netherlands)

    Gruber, Marion


    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.

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

    Directory of Open Access Journals (Sweden)

    Nanda M Klapwijk


    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.

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

    PSI Associates, Inc., Washington, DC.

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

  16. Teacher Training in Myanmar: Teachers' Perceptions and Implications (United States)

    Ulla, Mark B.


    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…

  17. 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....

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

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    Hidayatus Sholihah


    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:

  19. T3: an international project for teacher training

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    Stefania Manca


    Full Text Available Presentation of T3, a project funded by the European Commission that focuses on providing distance training for teachers of mathematics, science, environmental education and foreign languages.

  20. Cascade Training and Teachers' Professional Development. (United States)

    Hayes, David


    Examines the experience of a nationwide inservice teacher development project in Sri Lanka that aims to remedy the potential deficiencies of cascade models of teacher development. Shows how project training and development strategies that are context sensitive, collaborative, and reflexive seek to involve teachers in managing their own…

  1. Some factors facilitating efficient Chinese teacher training


    Popova, Aleksandra


    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.

  2. ADHD in Preschool: Approaches and Teacher Training (United States)

    Singh, Ajay; Squires, Jane


    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…

  3. 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....

  4. Integrating sustainability into Business Education teacher training

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    Carina America


    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.

  5. What is new in training Special Education teachers?

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    Maria Helena Michels


    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.

  6. Training Teachers for Developing Communicative Skills


    Tatjana Kadunc


    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 ...

  7. Language Teaching Models in Teacher Training Programs


    Aslan, Alper


    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...

  8. ESL Teacher Training in 3D Virtual Worlds (United States)

    Kozlova, Iryna; Priven, Dmitri


    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…

  9. Physical Education: teacher training and inclusion

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    David Rodrigues


    Full Text Available The teachers‘ training to dynamize and to act in inclusive educational contexts, is a matter of major relevance. Several authors have drawn attention to the importance of education in teachers‘ values and practices. In this paper, we seek to problematize this education taking into account the prevalent and dominant values of Physical Education. We discuss their specific difficulties that are related to na exacerbated meritocracy and rare practices of differentiation and curricular adaptation. This text also includes a testimony ‗in the first person‘ of a Physical Education teacher with a deficiency condition in which she emphasizes the influence of the education she received in the education she provides.

  10. PREPARING FUTURE TEACHERS THROUGH DISTANCE LEARNING: An Empirical Study on Students’ Perception of Teacher Education Program Provided by AIOU Pakistan

    Directory of Open Access Journals (Sweden)

    Mohammad NADEEM


    Full Text Available The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab. The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments.

  11. Initial Teacher Training Courses and Non-Native Speaker Teachers (United States)

    Anderson, Jason


    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'…

  12. Multiplying the Effect of Professional Development: Teachers Training Teachers (United States)

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


    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…

  13. Training Teachers for Developing Communicative Skills

    Directory of Open Access Journals (Sweden)

    Tatjana Kadunc


    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.

  14. CSCL in Teacher Training: What Learning Tasks Lead to Collaboration? (United States)

    Lockhorst, Ditte; Admiraal, Wilfried; Pilot, Albert


    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 teacher learning, collaborative skills should be…

  15. Education system and teacher training in India

    African Journals Online (AJOL)


    educational system and teacher training in India with special reference to the state of. Tamilnadu ... After secondary or high school education, a student can join higher secondary course or industrial ... State Board or National Board. Further a ...

  16. Graphical programming for training natural science teachers

    Directory of Open Access Journals (Sweden)

    Т К Константинян


    Full Text Available Problems of applying methods of graphical programming for educational processes of natural sciences teachers training are considered in the article. Deductive problems, approaches and advantages of virtual automatization of laboratory practicals are also discussed.

  17. Investigation about Participatory Teachers' Training Based on MOOC (United States)

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


    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…

  18. "Training the Trainers" of Teachers in France: Assessment and Outlook (United States)

    Lapostolle, Guy


    With the creation of IUFMs (university institutes of teacher training) in the 1990s, the training of teacher trainers in France has become a fundamental part of the renewal of teacher training. It is seen as a fundamental lever for the IUFMs to achieve the tasks and goals entrusted to them: training teachers who need to accommodate the new demands…

  19. Job Embedded Teacher Leadership Training: A Study of Teacher Empowerment in an Elementary Public School District (United States)

    Banker, Lauren Langer


    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…

  20. Teacher Training Models for a New South Africa. (United States)

    Kachelhoffer, P. M.


    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)

  1. Education system and teacher training in India

    African Journals Online (AJOL)


    Education System and Teacher Training in India. V.M. Vadivelu*. INTRODUCTION. Education is the basic necessity to any society. According to a Tamil poet, the deeper we dig, the more we discover. The role of teacher also involves the character building of the taught apart from designing and implementation of the ...

  2. Entrepreneurship education: implications for teacher training ...

    African Journals Online (AJOL)

    In South Africa Entrepreneurship Education is part of the learning area: Economic and Management Sciences, which forms part of Curriculum 2005. The aim of this article is to explore the implications of Entrepreneurship Education for teacher training, and to suggest some guidelines for compiling a curriculum for teacher ...

  3. A Corporate Partnership to Enhance Teacher Training (United States)

    Fine, Bethann


    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…

  4. Practice-Oriented Teachers' Training: Innovative Approach (United States)

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


    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…

  5. Effects of Teacher Training in Adult Learning

    DEFF Research Database (Denmark)

    Larsen, Lea Lund; Wahlgren, Bjarne

    This paper tries to shed light over two questions raised in the workshop: ‘Effects of Teacher Training' at the ASEM conference June 2009 on Teachers and Trainers in Adult Education and Lifelong Learning Professional Development in Asia and Europe. At first it is asked what do we already know abou...

  6. The Metaphorical Perceptions of Students on a Teacher-Training Course towards the Concepts of "Teacher" and "Teacher Training" (United States)

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


    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…

  7. An overview of the Zhejiang Model of Teacher Training


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


    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...

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

    Directory of Open Access Journals (Sweden)

    Marlies Baeten


    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.

  9. Inclusive practices in teacher training in Mexico

    Directory of Open Access Journals (Sweden)

    Vasthi Jocabed Flores Barrera


    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.

  10. A Context-Adaptive Teacher Training Model in a Ubiquitous Learning Environment (United States)

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


    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…

  11. Comparison of Trained and Untrained Teachers of Gifted Students. (United States)

    Hansen, Jan B.; Feldhusen, John F.


    This study of 82 teachers of gifted students showed that teachers trained in gifted education demonstrated greater teaching skills and developed more positive classroom climates than did teachers who had no training in gifted education. Students of trained teachers reported greater emphasis on higher level thinking skills and on discussion and…

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

    NARCIS (Netherlands)

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


    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

  13. Engineering teacher training models and experiences (United States)

    González-Tirados, R. M.


    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

  14. Teacher Certification Among Athletic Training Students (United States)

    Curtis, Neil


    Researchers have reported that athletic training students who earn teacher certification enhance their job marketability. The purpose of this study was to determine the number of athletic training students who pursue teacher certification. A survey was mailed to the directors of the 78 NATA undergraduate programs in 1992. Data from the returned surveys showed that 177 of the 703 expected graduates in 1992 and 148 of the 640 graduates in 1991 pursued teacher certification. The most common teacher certification subject area was Physical Education, followed by Health, and Science or Biology. These students should expect to take an additional 1.6 semesters (range 0 to 4) to complete teacher certification requirements. Program directors cited increased job opportunities as the main advantage, and increased time in school and financial burden as the main disadvantages of pursuing teacher certification. Although the potential for high school jobs seems enormous, there is little indication that high schools are increasingly hiring athletic trainers. Formal counseling and advising for athletic training students regarding teacher certification and job opportunities should occur in the first year of study. Additional research should assess the job market. Imagesp350-a PMID:16558362


    National Research Council Canada - National Science Library

    María Manuela Valles-Ornelas; Efrén Viramontes-Anaya; Alma Delia Campos-Arroyo


    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...

  16. Training of Adult Education Teachers

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne


    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...... better able to solve the problems deriving from the heterogeneous composition of the student group. The data thus documents measurable but limited developments in the teachers competences after the first two month....

  17. Teacher Acquisition of Functional Analysis Methods Using Pyramidal Training (United States)

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


    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…

  18. 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 ...

  19. Effects of Koto Performance Seminar on Music Teacher Training


    伊藤, 真; 平山, 裕基


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


    Directory of Open Access Journals (Sweden)

    Y. A. Bodina


    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.

  1. Effective Practices for Training and Inspiring High School Physics Teachers (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.

  2. Changes in the training of teachers (United States)

    Bone, Tom R.


    The worldwide changes in the role of the teacher have obvious implications for their training, at both the pre-service and in-service levels. This article focuses first on the increase in the external control of training institutions, whether directly by governments or less directly through agencies which represent the views of the schools, the teaching profession and the employers. Examples are taken from the United Kingdom, with some analysis of the influence of the Council for National Academic Awards, the General Teaching Council for Scotland, and the Council for the Accreditation of Teacher Education, but the issues dealt with, such as standards in training, are of general interest. The nature of the changes that are being made in training are then examined. Some relate to preparing teachers to meet the requirements of new curricula in the schools. Others are more concerned with the ways in which the training itself is becoming more integrated, more immediately relevant, and more professional. Two current needs are referred to: one for the trainers to help teachers relate more closely to the work of other agencies in society; and the other for them to take more account of the multicultural nature of the communities they serve. Finally, the author turns to what he regards as the greatest problem facing the training institutions today — the need for the development of their own staff. In the Third World countries the need is for trainers who are themselves better educated, more experienced and more skilled in helping teachers meet the challenges of nonformal education as well as those of the classroom. In the industrialized West restrictive personnel policies have left institutions with staff who are well qualified but middle-aged and personally inexperienced in facing the demands of a changed situation in the schools. The need for a staff development policy for institutions is urged.

  3. Organisational and Training Factors Affecting Academic Teacher Training Outcomes (United States)

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


    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…

  4. The Training of Music Teachers in Colombia: A Descriptive Analysis (United States)

    Nayibe Cárdenas Soler, Ruth; Lorenzo Quiles, Oswaldo; Hargreaves, David J.


    This study is an evaluative analysis of 13 Music Education programs in Colombia that provide training for secondary school music teachers for 6th to 11th grade in the Colombian education system. The study utilized an analysis matrix from the International Research Project ALFA II-0448-A, which developed a similar study with Latin American and…

  5. Computer science teacher training at the University of Groningen

    NARCIS (Netherlands)

    Grgurina, Natasa; Mittermeir, RT; Syslo, MM


    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

  6. An Example for Portfolio Preparation in German Teacher Training (United States)

    Arak, Hüseyin


    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…

  7. IT Tools in Initial Teacher Training (United States)

    Herlo, Dorin


    In initial teacher training, the call to use IT tools, and to integrate them into the virtual learning space, is not conjectural but is an example of introducing new technologies in the complexity of educational sciences. For this reason we approached the use of new technologies in the courses and seminars of subjects from the curriculum of…

  8. Educational Transforming, Learning Communities and Teacher Training (United States)

    Alvarez-Alvarez, Carmen; Fernandez-Diaz, Elia; Osoro-Sierra, Jose Manuel


    This analyses of the paper show to develop innovative educational projects through teacher training. The starting point is "learning communities", which is a project to change educational practice. It has a long history in Spain. This project is generated according to the assessment process in order to change practices required by Miguel…

  9. Teacher Training for EST: Problems and Methods. (United States)

    Ewer, J. R.


    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,…

  10. Teacher Training and Authentic Scientific Research Utilizing Cretaceous Fossil Resources (United States)

    Danch, J. M.


    The readily accessible Cretaceous fossil beds of central New Jersey provide an excellent opportunity for both teacher training in the utilization of paleontological resources in the classroom and authentic scientific student research at the middle and high school levels. Woodbridge Township New Jersey School District teachers participated in field trips to various fossiliferous sites to obtain photographic and video data and invertebrate and vertebrate fossil specimens for use in the classroom. Teachers were also presented with techniques allowing them to mentor students in performing authentic paleontological research. Students participated in multi-year research projects utilizing Cretaceous fossils collected in the field and presented their findings at science fairs and symposia. A workshop for K - 12 teachers statewide was developed for the New Jersey Science Convention providing information about New Jersey fossil resources and allowing participants to obtain, study and classify specimens. Additionally, the workshop provided participants with the information necessary for them to plan and conduct their own field trips.

  11. Developing ICT Competency for Thai Teachers through Blended Training (United States)

    Akarawang, Chaiya; Kidrakran, Pachoen; Nuangchalerm, Prasart


    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…

  12. The effect of a brief teacher training on student achievement

    NARCIS (Netherlands)

    van der Sijde, Peter


    On the basis of previously determined correlations between teacher behavior and student achievement, a training program for mathematics teachers was developed. Previous research had established that this training did change the behavior of teachers. This article reports the effects of the training

  13. 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 ...

  14. Child Sexual Abuse Prevention: Evaluation of a Teacher Training Model. (United States)

    Kleemeier, Carol; And Others


    The effectiveness of a six-hour teacher training workshop on child sexual abuse prevention was evaluated. Findings indicated that trained teachers demonstrated significant increases in knowledge about child sexual abuse and pro-intervention opinions. Trained teachers were better able to identify behavioral indicators of abuse and suggest…

  15. Comparison of lifestyle and mental health among physical training teachers and other teachers in Birjand city


    Masoud Siyami; Atefeh Salari; Hadi Samadieh


    Introduction: This study aimed to compare the lifestyle and mental health of male and female physical training and non-physical training teachers in Birjand city. Materials and Methods: This is a causal-comparative study. The statistical population consisted of all physical training and the other teachers of Birjand city in the academic year of 2014-2015. So, 198 cases (99 physical training teachers and 99 non-physical training teachers) were selected by randomized cluster sampling. They r...

  16. Disability, movies, imaginary and teacher training

    Directory of Open Access Journals (Sweden)

    Maria Inês Naujorks


    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.

  17. Training nurses to be teachers. (United States)

    Burkhart, Joyce A


    This article presents a research analysis using surveys administered to hospitalized patients who underwent a hysterectomy. Two categories of results are highlighted using the same survey tool. The initial survey was administered to assess patient satisfaction with discharge education. The follow-up survey was administered to the second group of participants following a training program created to assist the nurses in developing teaching tools and skills. That patient outcomes can be improved through nurses' enhanced teaching skills is borne out through these data.

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

    Directory of Open Access Journals (Sweden)

    Cyntia Graziella Guizelim Simões Girotto


    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.

  19. Online Portfolio of Teacher Training

    Directory of Open Access Journals (Sweden)

    María Elena Mellado


    Full Text Available The purpose of the following study is to evaluate the degree of satisfaction with the online portfolio as a resource for assessing the initial teaching performance of students preparing at the Catholic University of Temuco, Chile, to become primary school teachers. Two groups were used in this research: an experimental one that worked with the online portfolio, and a control group that worked with the physical file. The sample consisted of 30 students randomly selected from the fourth year of the program. The level of satisfaction expressed by users of the portfolio was evaluated at the end of the practice-teaching experience. In order to take this measurement, an instrument called a semantic differential was especially designed for the purpose. The experimental group showed a difference significantly greater than that of the control group in the variable degree of satisfaction with the portfolio tool. Also, a positive and significant correlation was observed between the degree of satisfaction expressed by the students, and the score obtained by them in the initial-teaching-performance portfolio.

  20. Challenging Ideological Environments: International Teachers' Experiences in an Outside-of-Country Teacher Training Programme (United States)

    Gutierrez, Amanda


    Teacher training for developing nation contexts is often conducted in short, intensive inside and outside-of-country programmes. Concerns have been raised in relation to the uncritical take-up of the western-centric material provided by these programmes, which are usually funded by national and international government organizations. This paper…

  1. Indigenous teacher training within an intercultural perspective

    Directory of Open Access Journals (Sweden)

    Maria Aparecida Bergamaschi


    Full Text Available Current analysis discusses indigenous teacher training foregrounded on the activities that involve teachers, Kaingang chiefs and government officials responsible for this policy in the state of Rio Grande do Sul, Brazil. The Specialization Course in Professional Education integrated to Fundamental Education, within the modality Education for Young People and Adults – A differentiated proposal for Amerindians, is the main objective of current study. The course is run by the Federal University of Rio Grande do Sul and funded by the Secretary for Professional Education and Technology of the Brazilian Ministry of Education. Studies related to the research ‘Amerindian Education and Interculturality’ underlie the above-mentioned specialization course within a wider context of the formation of indigenous teachers and indigene school education.

  2. E-Learning Approach in Teacher Training

    Directory of Open Access Journals (Sweden)

    A. Seda YUCEL


    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.

  3. Model of historical education and teacher training

    Directory of Open Access Journals (Sweden)

    Gerardo Daniel Mora Hernández


    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.

  4. Providing emotional stability through relaxation training. (United States)

    Janbozorgi, M; Zahirodin, A; Norri, N; Ghafarsamar, R; Shams, J


    To determine the effects of integrative relaxation training (IRT) on emotional stability, we exposed 32 patients diagnosed with anxiety disorder to a pre-test (16PF) and to 12 sessions of group psychoeducation training. Patients were randomly assigned to 2 groups (study 17 and control 15 patients). The study group received 12 weekly group sessions of IRT. Level of anxiety was evaluated in a post-test using a questionnaire and the State-Trait Anxiety Inventory (STAI). Emotional stability and level of anxiety were significantly reduced in the study group: there was a marked increase in scores for emotionally s and venturesome and a decrease in scores for apprehensive and tense. The STAI score was statistically significantly lower in the study group.

  5. Universal Design Across the Curriculum: Training for Students and Teachers. (United States)

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


    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.

  6. Model of historical education and teacher training


    Gerardo Daniel Mora Hernández; Rosa Ortiz Paz


    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...

  7. Developing a "Feedback Cycle" in Teacher Training: Local Networking in English Education at Keiwa College (United States)

    Williams, Joy; Shibanuma, Akiko; Matsuzaki, Yoko; Kanayama, Aiko; Ito, Atsumi


    Keiwa College, a small liberal arts college in Niigata, Japan, has developed a number of on-campus and community-based teacher training programmes to benefit our students in the teacher education course in the Department of English and Communication and in-service English teachers in the area. These programmes provide students with opportunities…

  8. A "Quiet Revolution"? The Impact of Training Schools on Initial Teacher Training Partnerships (United States)

    Brooks, Val


    This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established…

  9. Providing initial transthoracic echocardiography training for anesthesiologists: simulator training is not inferior to live training. (United States)

    Edrich, Thomas; Seethala, Raghu R; Olenchock, Benjamin A; Mizuguchi, Annette K; Rivero, Jose M; Beutler, Sascha S; Fox, John A; Liu, Xiaoxia; Frendl, Gyorgy


    Transthoracic echocardiography (TTE) is finding increased use in anesthesia and critical care. Efficient options for training anesthesiologists should be explored. Simulator mannequins allow for training of manual acquisition and image recognition skills and may be suitable due to ease of scheduling. The authors tested the hypothesis that training with a simulator would not be inferior to training using a live volunteer. Prospective, randomized trial. University hospital. Forty-six anesthesia residents, fellows, and faculty. After preparation with a written and video tutorial, study subjects received 80 minutes of TTE training using either a simulator or live volunteer. Practical and written tests were completed before and after training to assess improvement in manual image acquisition skills and theoretic knowledge. The written test was repeated 4 weeks later. Performance in the practical image-acquisition test improved significantly after training using both the live volunteer and the simulator, improving by 4.0 and 4.3 points out of 15, respectively. Simulator training was found not to be inferior to live training, with a mean difference of -0.30 points and 95% confidence intervals that did not cross the predefined non-inferiority margin. Performance in the written retention test also improved significantly immediately after training for both groups but declined similarly upon repeat testing 4 weeks later. When providing initial TTE training to anesthesiologists, training using a simulator was not inferior to using live volunteers. Copyright © 2014 Elsevier Inc. All rights reserved.

  10. Training and work characteristics of mid-level nursing teachers

    Directory of Open Access Journals (Sweden)

    Vânia Marli Schubert Backes


    Full Text Available This study aimed to identify teacher training and professional performance of teachers in mid-level nursing training schools. A quantitative study performed in 2012 through questionnaires with 41 teachers from eleven mid-level nursing training schools in the states of Rio Grande do Norte and Santa Catarina. General characteristics of the teacher, initial and continued education and work characteristics are presented. It is concluded that it is necessary to point out guidelines for the training/graduation of mid-level professionals and educators, and it is also necessary to globally value teachers, not only those acting in the federal network.

  11. Training Teachers for Virtual Collaboration: A Case Study (United States)

    Vinagre, Margarita


    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…

  12. German Trainees' Reflections on Two Approaches to Initial Teacher Training (United States)

    Chambers, Gary N.


    Two German native speakers come to England to undertake a course of initial teacher training. They complete the course successfully. Instead of seeking and finding jobs as teachers, however, they return to Germany to undertake a second course of initial teacher training. This is unusual. This article reviews their reasons for taking two routes in…

  13. Entrepreneurship in Finnish Teacher Training


    Deveci, İsa; Seikkula-Leino, Jaana


    Concrete steps are taken on entrepreneurship education in Turkey, as in a lot of countries. One example to such concrete steps is the treatment of entrepreneurship as one of the skills which students are to be provided in curricula from primary education to higher education. However, as entrepreneurship has just started to be focused on in education, observation of other countries engaged in it for a long time is important. Finland is a country which is always shown as a model for entrepreneu...

  14. What Millennial Preservice Teachers Want to Learn in Their Training (United States)

    Clark, Sarah K.; Byrnes, Deborah


    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…

  15. Praise Research Trends and Future Directions: Characteristics and Teacher Training (United States)

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


    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…

  16. Pro-ELT; A Teacher Training Blended Approach (United States)

    Eshtehardi, Reza


    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…

  17. Communication Skills Training in Trainee Primary School Teachers in Spain (United States)

    Ortega, José Luis Gallego; Fuentes, Antonio Rodríguez


    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…

  18. Pro-ELT; A Teacher Training Blended Approach

    Directory of Open Access Journals (Sweden)

    Reza Eshtehardi


    Full Text Available 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 Malaysian primary and secondary school teachers working in Malaysian government schools in order to develop their English language proficiency and teaching knowledge and skills. Language skills and system are undoubtedly the basic components of each teacher training program, but there is a fact that for a huge number of non-native language teachers who teach at school levels, improving their own language proficiency and command of English is their own personal objective and top priority in their professional development. This presentation shows the Pro-ELT model of teacher training program and shows how teachers will be able to achieve their professional development goals.

  19. The Praxis Teacher from Continuing Training

    Directory of Open Access Journals (Sweden)

    Yuraima Margelis Matos


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

  20. Astronomy Teacher Training: Towards Year 2009 (United States)

    Doddoli, Consuelo


    The Direccion General de Divulgacion de la Ciencia is part of Mexico's National University; its purpose is science outreach. Most of its activities are dedicated to school level audiences; nevertheless due to the speed of science development, courses are given for teachers. The astronomy curricula includes: new results in astronomy research, general astrophysics and tools to teach astronomy. The courses offer twelve two hour long sessions. An astronomy researcher delivers a lecture and teachers are trained to use hands on activity. Beginning last in 2007 it has focused on Galileo. It addressed the way he was modern scientist, he observed and made experiments and wrote his results in common language. Year 2009 is a perfect incentive to carry out activities with teachers and keep them busy organizing telescope construction and observations during and after Galileo's commemoration. A book was written specially for them on the experiments Galileo made. In this book they can find interesting hand-on activities with materials that are readily available. (Los experimentos de Galileo, Silvia Torres y Consuelo Doddoli, Correo del Maestro, 2008, in press.) The magazine Correo del Maestro holds many articles written by the author on astronomical activities aimed to teachers.

  1. Training teachers to conduct trial-based functional analyses. (United States)

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


    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 determine whether teachers trained via an in-service training would be able to conduct trial-based FAs with high procedural integrity. We trained four teachers to conduct trial-based FAs using a combination of didactic teaching and practice with feedback. All four teachers improved performance following training. Performance remained above baseline levels during an in situ maintenance condition, but for three of four teachers, additional feedback was required to recapture performance observed immediately following training.

  2. Professional Training of Foreign Languages Teachers in Austria

    Directory of Open Access Journals (Sweden)

    Byndas Olena


    Full Text Available 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 hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English have been analyzed. The importance of pre-vocational work carried out to validate students’ choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations

  3. Faculty Members' Views on the Effectiveness of Teacher Training Programs to Upskill Life-Long Learning Competence (United States)

    Kazu, Hilal; Demiralp, Demet


    Problem Statement: Teacher training programs are expected to provide teachers with life-long learning competence and enable them to practice this competence after graduation in all areas of their lives. In this way, teachers who undergo qualified pre-service training in accordance with the concept of life-long learning will shape the education…

  4. Hands-on Optics training courses for school teachers (United States)

    M. Costa, Manuel F.; Vazquez-Dorrio, José B.


    For long time optics' scientists all around the world realised the importance to the development of optics of providing our school students a good effective education in optics. A large range of quality educational support materials was developed and is readily available. Fortunately this is also true in what concerns materials to be used in hands-on experiments based learning covering virtually all fields of optics and also intended or adapted for use at all school levels. Recent trends in educational policies are given science education an increasing importance within school' curricula. Furthers efforts must be developed in order to increase the importance of optics in school syllabus and generalize it throughout all school levels, while guaranteeing a quality effective education. This demands a strong focus on an active investigative hands-on experiments based study of the different subjects of light and optics by the students at the classroom in formal context but also in different informal activities. In this process the role of the teacher is of crucial importance. Quite often, however, teachers are not adequately trained in this type of pedagogic approach and frequently feel the need of further training in these issues but also on the recent advances of optics and photonics. In other to tackle this need a number of different training courses for school teachers, from pre-school to highschool and vocational training schools, were designed and will be presented and discussed in this communication.


    Directory of Open Access Journals (Sweden)

    Shevchenko L.


    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

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


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


    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...

  7. Mental health first aid training for high school teachers: a cluster randomized trial. (United States)

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


    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.

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

    Directory of Open Access Journals (Sweden)

    Jorm Anthony F


    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

  9. Enhancing Science Teacher Training Using Water Resources and GLOBE (United States)

    Falco, James W.


    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.

  10. Computer Literacy of Turkish Preservice Teachers in Different Teacher Training Programs (United States)

    Ozsevgec, Tuncay


    This paper reports on an investigation into the sophomore and senior preservice teachers' computer literacy in different teacher training programs and to determine relationship between grades and the teacher training programs in terms of their computer literacy. The study used case study research methodology, and the sample consisted of 276…

  11. Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study. (United States)

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


    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 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.

  12. The Effect of Facilitative Communication Training on Teacher Response Quality (United States)

    Long, Lynette; And Others


    Examines effect of facilitative communication training on quality of teacher response to various student problems and to accompanying emotional states of anger, joy, or depression. Results indicated significant differences between trained and untrained groups. (Author)

  13. Training course for eighteen teachers at CERN

    CERN Multimedia

    Laurianne Noemie Trimoulla


    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...


    Directory of Open Access Journals (Sweden)

    Margarita Igorevna Postnikova


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

  15. Challenges of Teacher Training in Sex Education

    Directory of Open Access Journals (Sweden)

    María Luisa Preinfalk-Fernández


    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. The role of educational technology in humanities teacher training

    Directory of Open Access Journals (Sweden)

    Antonio De Prisco


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

  17. Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students. (United States)

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


    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.

  18. Experience in Teacher Training Through Mentoring

    Directory of Open Access Journals (Sweden)

    Purificación Sánchez Delgado


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

  19. An ethics instrument in teacher training: the self-assessment model “i-SAPERI”

    National Research Council Canada - National Science Library

    Laura Loti


    The purpose of this paper is to provide some ideas about the importance of self-assessment process in teacher training and its ethical value, taking as example the self-assessment model “i-SAPERI...

  20. Science teacher's perception about science learning experiences as a foundation for teacher training program (United States)

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


    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.

  1. 25 CFR 26.30 - Does the Job Training Program provide part-time training or short-term training? (United States)


    ... 25 Indians 1 2010-04-01 2010-04-01 false Does the Job Training Program provide part-time training or short-term training? 26.30 Section 26.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR HUMAN SERVICES JOB PLACEMENT AND TRAINING PROGRAM Training Services § 26.30 Does the Job Training...

  2. Implementation of online suicide-specific training for VA providers. (United States)

    Marshall, Elizabeth; York, Janet; Magruder, Kathryn; Yeager, Derik; Knapp, Rebecca; De Santis, Mark L; Burriss, Louisa; Mauldin, Mary; Sulkowski, Stan; Pope, Charlene; Jobes, David A


    Due to the gap in suicide-specific intervention training for mental health students and professionals, e-learning is one solution to improving provider skills in the Veterans Affairs (VA) health system. This study focused on the development and evaluation of an equivalent e-learning alternative to the Collaborative Assessment and Management of Suicidality (CAMS) in-person training approach at a Veteran Health Affairs medical center. The study used a multicenter, randomized, cluster, and three group design. the development of e-CAMS was an iterative process and included pilot testing. Eligible and consenting mental health providers, who completed a CAMS pre-survey, were randomized. Provider satisfaction was assessed using the standard VA evaluation of training consisting of 20 items. Two post training focus groups, divided by learning conditions, were conducted to assess practice adoption using a protocol focused on experiences with training and delivery of CAMS. A total of 215 providers in five sites were randomized to three conditions: 69 to e-learning, 70 to in-person, 76 to the control. The providers were primarily female, Caucasian, midlife providers. Based on frequency scores of satisfaction items, both learning groups rated the trainings positively. In focus groups representing divided by learning conditions, participants described positive reactions to CAMS training and similar individual and institutional barriers to full implementation of CAMS. This is the first evaluation study of a suicide-specific e-learning training within the VA. The e-CAMS appears equivalent to the in-person CAMS in terms of provider satisfaction with training and practice adoption, consistent with other comparisons of training deliveries across specialty areas. Additional evaluation of provider confidence and adoption and patient outcomes is in progress. The e-CAMS has the potential to provide ongoing training for VA and military mental health providers and serve as a tutorial for

  3. Emi Teacher Training Courses in Europe

    Directory of Open Access Journals (Sweden)

    Francesca Costa


    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.

  4. Training providers: beyond the basics of electronic health records. (United States)

    Bredfeldt, Christine E; Awad, Elias Bruce; Joseph, Kenneth; Snyder, Mark H


    Training is a critical part of health information technology implementations, but little emphasis is placed on post-implementation training to support day-to-day activities. The goal of this study was to evaluate the impact of post-implementation training on key electronic health record activities. Based on feedback from providers and requests for technical support, we developed two classes designed to improve providers' effectiveness with the electronic health record. Training took place at Kaiser Permanente, Mid-Atlantic States. The classes focused on managing patient-level information using problem lists and medication lists, as well as efficient documentation and chart review. Both classes used the blended learning method, integrating concrete scenarios, hands-on exercises and take-home materials to reinforce class concepts. To evaluate training effectiveness, we used a case-control study with a 1:4 match on pre-training performance. We measured the usage rate of two key electronic health record functions (problem list and medication list management) for six months before and after training. Change scores were compared using the Wilcoxon sign rank test. 36 participants and 144 non-participants were included in the training evaluation. Training participants were more likely to manage both medication lists and problem lists after training. Class material is now being incorporated into an enterprise-wide multi-modal training program available to all providers at Kaiser Permanente in the Mid-Atlantic States. Ongoing information technology training is well-received by healthcare providers, who expressed a clear preference for additional training. Training improved use of two important electronic health record features that are included as part of the Meaningful Use criteria.

  5. A management framework for training providers to improve skills ...

    African Journals Online (AJOL)

    Erna Kinsey

    Training providers need an internal management framework to enable them to improve workplace skills development. ... The management role of workplace training providers in the midst of the skills revolution is under ...... Benefit Analysis to determine a Return on Investment; TQM or Total. Quality Management; and PMF or ...

  6. English Teacher Training Programs in Denmark, Sweden and Turkey (United States)

    Solak, Ekrem


    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. Race, Identity and Support in Initial Teacher Training (United States)

    Bhopal, Kalwant


    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…

  8. 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 ...

  9. Further Evaluation of a Brief, Intensive Teacher-Training Model (United States)

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


    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…

  10. Southwest University's No-Fee Teacher-Training Model (United States)

    Chen, Shijian; Yang, Shuhan; Li, Linyuan


    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…

  11. Multicomponent Training of Teachers of Students with Severe Disabilities (United States)

    Brown, Phillip; Stephenson, Jennifer; Carter, Mark


    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)…

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

    NARCIS (Netherlands)

    Tomic, W.


    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

  13. Spirituality in Teacher Training at an Islamic College in Israel (United States)

    Erdreich, Lauren


    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…

  14. Curriculum Orientation of Lecturers in Teacher Training College in Malaysia (United States)

    Salleh, Halimatussaadiah; Hamdan, Abdul Rahim; Yahya, Fauziah; Jantan, Hafsah


    Curriculum development in teacher training college can be facilitated by indentifying the lecturers curriculum orientation. This study focuses on curriculum orientation of lecturer in Teacher Training Colleges (TTC) in Malaysia. Data were collected through questionnaire survey using the Curriculum Orientation Inventory, an instrument developed by…

  15. Introduction of ICT and Multimedia into Cambodia's Teacher Training Centres (United States)

    Dionys, David


    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…

  16. Teacher Training Colleges in the Rural Areas of Angola (United States)

    Nsiangengo, Pedro; Diasala, Andre Jacinto


    The Aid for the Development of the People by the People (ADPP), a non-governmental organization (NGO), in collaboration with Angola's Ministry of Education, has set up a network of secondary schools to train teachers to work in primary schools in the rural areas of Angola. These schools, called Training Colleges for the Teachers of the Future…

  17. 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 ...

  18. An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers (United States)

    Scull, Tracy Marie; Kupersmidt, Janis Beth


    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

  19. In-Service Training for Increasing Teachers' ADHD Knowledge and Self-Efficacy. (United States)

    Latouche, Alexandre Pascal; Gascoigne, Michael


    The aim of this article is to evaluate the efficacy of a brief in-service training workshop at increasing primary school teachers' ADHD knowledge and sense of self-efficacy. Teachers from 10 schools participated in the study ( n = 274) and were allocated into either an intervention or waitlist control group. Teachers' ADHD knowledge and self-efficacy were assessed following the provision of a brief training workshop on ADHD. Knowledge and self-efficacy retention were also assessed at a 1-month follow-up. Within the intervention group, ADHD knowledge and self-efficacy increased following the intervention (both ps teachers' ADHD knowledge and self-efficacy. Whilst increases in self-efficacy were modest, our findings suggest that a brief professional development intervention can be utilized to greatly increase teachers' ADHD knowledge, providing a cost-effective, practical solution to address this well-evidenced gap in teachers' training and knowledge about the disorder.


    Directory of Open Access Journals (Sweden)

    Oleksandr Kuchai


    Full Text Available The article presents the humanization and democratization of the educational process of vocational and educational training teachers Ukraine, implementation of new educational technologies, finding the most optimal conceptual approaches to the development of national pedagogy cause growth of scientific and practical interest to study the experience of secondary and higher education, including the Republic of Poland. European requirements for teacher training, the quality of their professional qualifications and competencies, professional development of teachers - is the most pressing issue of training teachers in Europe. Polish scientists actively working on finding optimal ways of improving training of primary school teachers in higher education. The most important industrial and educational and developmental functions performed by primary school teacher in the Ukraine, is a professional and personal self-help that improve the professional competence and pedagogical skills through personal and professional self-development, creating conditions for self-development and self-disclosure by the child self-development technologies and techniques.

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

    Directory of Open Access Journals (Sweden)

    Ana Rita Castañeda-de Liendo


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


    Directory of Open Access Journals (Sweden)

    Isidro Barraza-Soto


    Full Text Available This essay presents a follow up on teacher-training educational policies and, in particular, those related to the constitution of the Teacher Training System (Sistema de Formación Docente, in Spanish. The follow up is developed by reviewing the trends proposed by UNESCO and ANUIES. The period of policies analyzed is from 1990 to 2006. Reforms that were undertaken after this period are obliquely addressed, as we consider that the reforms analyzed appeared and were designed in this period, however a big part of them operate nowadays. From this review, we have detected that constitution of the teacher training system remains as a pending topic. Policies and reforms for teacher training are on a neoliberal scenario, resulting on teacher training being sent to what is known as “education market”.

  3. [Development and evaluation of an ADHD teacher group training--a pilot study]. (United States)

    Rossbach, Marlis; Probst, Paul


    In the introduction is shown that no controlled studies of teacher training programs in children with Attention Deficit Hyperactivity Disorder (ADHD) have been published in German research literature as yet in spite of high demand for educational inservice training. The aim of the present study is the development and evaluation of a two-step ADHD teacher group training. In step 1 a group training (12 h) was performed with 18 advisory teachers. The curriculum included ADHD theory, contingency management and "antecedent" TEACCH-oriented school-based interventions (Schopler 1997; Bregman and Gerdtz 1997). In step 2 then a subsample of 6 advisory teachers supervised 10 classroom teachers of 11 primary school students (mean age 8.6 yrs.) with ADHD symptoms, who were assigned to two experimental groups. The classroom teachers of the Standard Treatment Group (n=5 students) received the basic module "ADHD theory and school-based interventions" (6 h), the teachers of the Intensive Treatment Group (n=6 students) received the same basic module plus the module "Student-related training in Contingency Management" (in total 14h). The group training process was evaluated by teacher satisfaction ratings and knowledge test. The training effect on student behavior was evaluated by teacher ratings within a two-group-pre-post-follow-up design. The main results are: (a) The group training process was mostly evaluated favorably; knowledge increased significantly; (b) ADHD symptoms were reduced significantly in both treatment groups, with stronger and sustained improvement of problem behaviors and adaptive functioning in the Intensive Treatment Group. These findings provide some consistent evidence, that classroom behaviors of children with ADHD symptoms can be improved substantially by a teacher mediator training approach.

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

  5. Trait emotional intelligence in initial teacher training

    Directory of Open Access Journals (Sweden)

    David Molero


    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.

  6. Nigerian and Canadian Student Perception of Technical Teacher Training Problems. Report I. (United States)

    LeBlanc, Darrell; Cap, Orest

    The purpose or immediate goal of the Nigerian Technical Teacher Training Project was to provide for a Bachelor of Education degree program, but the long-range goal was to develop and to provide Nigeria with a pool of trained technical instructors. Perceptions of the program were gathered from a sample of 34 Nigerian students who had participated…

  7. Training English Language Student Teachers to Become Reflective Teachers (United States)

    Al-Issa, Ali; Al-Bulushi, Ali


    Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they…

  8. Teacher-Child Interaction Training: A Pilot Study With Random Assignment. (United States)

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


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

  9. Peace Corps Nepal 1988 Preservice Technical Training Manual for Math and Science Teacher Trainers N/166a. (United States)

    Clariana, Roy B.

    The Peace Corps (PC) has provided teachers for Nepal's schools for 25 years. The increasing population and especially the increased demand for educational opportunities is exceeding the supply of available trained teachers. In response to this need, PC/Nepal has shifted its emphasis in the education sector from providing teachers to providing…

  10. Training teachers for integrated science in Nigerian secondary schools.


    Wuyep, Sunday Nankap


    This research examined the teacher training for integrated science in some university departments and colleges in Nigeria with the aim of establishing its characteristics, quality and appropriateness of the training in fitting the trainees to their job. It was decided to focus on all the "players" in the training of teachers; to canvas their views and to investigate their understanding of integrated science as it appears in college and school curriculum. This study specifica...

  11. A Field-Based Deaf Education Teacher Training Model: Does It Make a Difference? (United States)

    Hadadian, Azar; Koch, Kourtland; Merbler, John


    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…

  12. Learn by Doing: A Collaborative Model for Training Teacher-Candidate Students in Autism (United States)

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


    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…

  13. Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on Which Pre-Service Mathematics Teachers Reflect (United States)

    Chamoso, J. M.; Caceres, M. J.; Azcarate, P.


    Our aim was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. Category systems were designed which, together with the analysis system used, could provide a method helpful to teacher educators,…

  14. The Galileo Teacher Training Program Global Efforts (United States)

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


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

  15. Teachers as Society-Involved "Organic Intellectuals": Training Teachers in a Political Context (United States)

    Yogev, Esther; Michaeli, Nir


    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…

  16. Teacher Training and Pre-Service Primary Teachers' Self-Efficacy for Science Teaching (United States)

    Velthuis, Chantal; Fisser, Petra; Pieters, Jules


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

  17. Special Education Trainee Teachers' Perceptions of Their Professional World: Motives, Roles, and Expectations from Teacher Training (United States)

    Gavish, Bella


    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…

  18. Evaluating Views of Teacher Trainees on Teacher Training Process in Turkey (United States)

    Kildan, Abdullah Oguz; Ibret, Bilgin Unal; Pektas, Murat; Aydinozu, Duran; Incikabi, Lutfi; Recepoglu, Ergun


    The views of the teacher trainees who have recently started the teaching profession on teacher training process are of great value because they are new graduates and they are in their first year in the profession. Since the teachers in their first year in the profession do not have any experience, they have to pursue the educational tasks based on…

  19. Impact of Health Care Provider's Training on Patients ...

    African Journals Online (AJOL)

    Background: Comprehensive patient's health care provider's (HCP) communication usually increases patients' participation in their health management on childbirth. Objective: This is a quasi interventional study for assessing impact of health care providers (HCP) training on patient- provider's communication during ...

  20. Reading Strategy Instruction and Teacher Change: Implications for Teacher Training (United States)

    Klapwijk, Nanda M.


    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…


    Directory of Open Access Journals (Sweden)

    Inna Khyzhnyak


    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

  2. Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study (United States)


    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 teaching quality was rated significantly better by students of untrained 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

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


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


    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...

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

    Directory of Open Access Journals (Sweden)

    Khalid Salim Saif Al Jardani


    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

  5. An interdisciplinary study in initial teacher training

    Directory of Open Access Journals (Sweden)

    Virginia Larraz Rada


    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.

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

    Directory of Open Access Journals (Sweden)

    Barry Richter


    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.

  7. On Materials Use Training in EFL Teacher Education: Some Reflections

    National Research Council Canada - National Science Library

    Adriana González Moncada


      This paper reports on the findings of a case study carried out at Universidad de Antioquia as well as explores training on materials use in our teacher preparation program and its effectiveness in the practicum...

  8. On Materials Use Training in EFL Teacher Education: Some Reflections

    National Research Council Canada - National Science Library

    González Moncada, Adriana


    This paper reports on the findings of a case study carried out at Universidad de Antioquia as well as explores training on materials use in our teacher preparation program and its effectiveness in the practicum...

  9. An Experience in Dysgraphia: Sensitivity Training for Teachers. (United States)

    Strudler, Ruth M.


    A sensitivity training session to help elementary-grade teachers better understand the experience of students with learning disabilities is suggested, using an altered alphabet in a standard second-grade lesson plan format. (DB)

  10. Yale National Initiative Models Teacher Training (United States)

    Adam, Michelle


    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.…

  11. Training Our Future Teachers: Classroom Management. Revised (United States)

    Greenberg, Julie; Putman, Hannah; Walsh, Kate


    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…

  12. [The physician as teacher. Ways to measure the quality of medical training]. (United States)

    Fluit, C R M G Lia; Bolhuis, Sanneke; Stuyt, Paul; Laan, Roland F J M


    Ninety percent of medical students' training is comprised of working and learning in the clinical setting. Good training is the responsibility of the physicians who also work in that setting. It is important that these physicians are aware of what is expected of them in this role. We defined 7 domains for clinical teachers: being a role model, task allocation, planning, providing feedback, teaching methodology, assessment, and personality. There are several feedback instruments for measuring the quality of a clinical teacher, each addressing these seven domains differently. When providing clinical teachers with feedback, written evaluation alone is not sufficient to induce change. Dialogue between residents and their clinical teacher leads to mutual understanding and enhances the effect of feedback. This is beneficial to the individual trainer, training team and the residents.

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

    NARCIS (Netherlands)

    Dekker-Groen, A.M.|info:eu-repo/dai/nl/071289437


    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

  14. 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.

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

    African Journals Online (AJOL)

    Nekky Umera

    curriculum innovation for qualitative teaching outcome. Introduction. In any developing country, ... Therefore, teachers are important factor in educational development. The quality of teachers determines the ... importance of in-service training and further stated that "efforts towards the improvement of quality education at the ...

  16. Leadership for Effective Teacher Training Transfer in Kuwaiti Secondary Schools (United States)

    Winokur, Ilene K.; Sperandio, Jill


    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…

  17. GIS In-Service Teacher Training Based on TPACK (United States)

    Hong, Jung Eun; Stonier, Francis


    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…

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

    African Journals Online (AJOL)

    Six hundred and ninety-five second year pre-service teachers, made up of 186 females and 506 males, from 18 teacher-training colleges participated in the study. The study was a crosssectional survey and data was collected using a questionnaire. An alpha level of 0.05 was used for all statistical tests. The results showed ...

  19. Teacher Training in Family Involvement: An Interpersonal Approach. (United States)

    Coleman, Mick; Wallinga, Charlotte


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

  20. An ESP Approach to EFL/ESL Teacher Training. (United States)

    Kennedy, Chris


    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…


    Directory of Open Access Journals (Sweden)

    Ana Carolina Galvão Marsiglia


    Full Text Available Teacher training is a frequent academic theme and object of various approaches. This article aims at presenting a few contributions of historical-critical pedagogy to this debate. It takes into account the concept of human-being, development and role of the school, opposing current parameters which empty and devalue teachers and, consequently, school education.

  2. Science Education In-service Teacher Training (SEITT) and Better ...

    African Journals Online (AJOL)

    Science Education In-service Teacher Training (SEITT) and Better Schools Program Zimbabwe (BSPZ) Resource Teachers\\' Modes of Facilitating In-service Activity. David KJ Mtetwa, Rhodreck Makamure, Rudo Kwari, Addwell Chipangura. Abstract. No Abstract Available Zimbabwe Journal of Educational Research ...

  3. 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 ...

  4. 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.

  5. A Comprehensive Approach to Technology Training for Early Childhood Teachers (United States)

    Chen, Jie-Qi; Chang, Charles


    This study describes the development and implementation of a comprehensive approach to computer technology training for early childhood teachers. Departing from the singular goal of conveying skills and knowledge, a comprehensive program targets the development of teachers' attitudes and practices as well as knowledge and skills. All 3 areas are…

  6. The Effectiveness of Teacher Training as Measured by Pupil Performance. (United States)

    Rice, Marion J.

    This paper reports research conducted with materials from the Anthropology Curriculum Project, which follows a substantive model, to answer the question: was pupil achievement in anthropology primarily a functon of the trained teacher, or a function of the materials used by any teacher in anthropology. A quasi-experimental design involving intact…

  7. Generalization Training in Special Education Teacher Preparation: Does It Exist? (United States)

    Markelz, Andrew; Riden, Benjamin; Scheeler, Mary Catherine


    Enormous resources are committed by universities to prepare special educators to impact student outcomes of our most vulnerable and neediest learners. Generalizing teaching skills from university to K-12 classrooms must be a component of teacher preparation curriculum; otherwise, we continue to merely train our teacher candidates and hope they…

  8. An Experiment in Minimal Teacher-Training for ESP. (United States)

    Cortese, Giuseppina


    Describes an in-service teacher-training session aimed at presenting English for Special Purposes to a group of English as a foreign language teachers. The materials and the approach for each part of the presentation are described. A detailed format for a course in English for Hotel Staff is presented. (Author/SED)

  9. Continuity and Change: Employers' Training Practices and Partnerships with Training Providers. Research Report (United States)

    Smith, Erica; Smith, Andy; Tuck, Jacqueline; Callan, Victor


    A number of factors influence the motivations of employers to train their workforce and the ways in which they engage with the training system. This study combines a national survey and interviews with Australian employers and registered training organisations (RTOs) to provide a comprehensive picture of the way in which employers navigate the…


    Directory of Open Access Journals (Sweden)

    Oralia Ortiz-Varela


    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.

  11. Teachers' Training, Class Size and Students' Outcomes: Learning from Administrative Forecasting Mistakes


    Bressoux, Pascal; KRAMARZ, francis; Prost, Corinne


    This paper studies the impact of different teacher and class characteristics on third graders' outcomes. It uses a feature of the French system in which some novice teachers start their jobs before receiving any training. Three categories of teachers are included in the sample: experienced teachers, trained novice teachers and untrained novice teachers. To identify the effects, we use administrative mistakes in forecasting the number of teachers. We find that trained and untrained novice teac...

  12. Teacher Training in Myanmar: Teachers’ Perceptions and Implications

    Directory of Open Access Journals (Sweden)

    Mark B. Ulla


    Full Text Available 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 used to collect the data were modified questionnaire, focus group discussions and class observation. Based on the findings, teachers reported that they had opportunities to interact with English speaking teachers, could practice their English skills and learned student-centered teaching methodologies. Some issues and challenges that they noted included lack of time for preparation, missing some sessions due to other responsibilities, having poor listening skills and pronunciation, and difficulty adapting to communicative learning and teaching styles. The implication of this study is for policy makers and educational organizations to support local teachers and help them become better teachers in the country

  13. The Teacher's Voice: Vocal Training in Teacher Education (United States)

    Bele, Irene Velsvik


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

  14. Implementing HIV/AIDS education: impact of teachers' training on HIV/AIDS education in Bangladesh. (United States)

    Sarma, Haribondhu; Oliveras, Elizabeth


    School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. Based on exposure to teachers' training, the districts were divided into control and intervention areas and the teachers' ability, skill, and their participation in HIV/AIDS education were compared between the districts. Trained teachers in the intervention schools were more likely to participate, less likely to face difficulties, and more likely to use interactive teaching methods in HIV/ AIDS classes compared to the controls who did not receive any training. Inadequate allocation of time for conducting the HIV/AIDS class was found to be barriers to HIV/AIDS education that suggest the need to provide teachers with more support in terms of training and logistics.

  15. Blogs, Webinars and Significant Learning: A Case Report on a Teacher Training Program for College Teachers (United States)

    Polanco-Bueno, Rodrigo


    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…

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


    Workneh Abebe; Tassew Woldehanna


    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...

  17. Lost in translation? A background to action research into teacher education and training in China through interpreters

    Directory of Open Access Journals (Sweden)

    Jiajin, Zeng


    Full Text Available This paper provides a background for action research in China. The context is a training programme for Chinese vocational practitioners led by British Teacher Educators, teaching through Chinese interpreters. Teacher education and training in China are outlined, and an author case study provided. Global trends in vocational education have been considered, and reference made to the Chinese government’s plans for reforming and developing education. The Vocational Education and Training (VET programmes have been summarised to set the scene for the action research that will be reported in a further paper, which will consider the ways in which teaching through interpretation affects both learning and teaching on these programmes. In this paper, the following terms apply: the trainer is the United Kingdom (UK Teacher Educator, the interpreter is the member of the Chinese university staff who interprets on the training programme and the teachers are the Chinese teachers attending the training.

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


    Fourie, Jacoba Elizabeth


    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...

  19. Teacher Training in Afghanistan: Intersections of Need and Reality (United States)

    Husting, Sheila; Intili, Jo Ann; Kissam, Edward


    As post-Taliban Afghanistan moves toward the establishment of a viable educational system, key stakeholders and donors are faced with the formidable challenge of how to most rapidly implement teacher training within an environment of diverse, changing, and largely unassessed training needs. The current article explores the dilemmas inherent in…

  20. Simulation Models for Teacher Training: Perspectives and Prospects (United States)

    Sharma, Manisha


    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…


    Directory of Open Access Journals (Sweden)

    Meshcheryakova, E.V.


    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.

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

    African Journals Online (AJOL)

    Erna Kinsey

    Research all over the world indicates that initial teacher training, as far as multicultural education is concerned, is grossly inadequate or, in many instances ... training that fails or falls short of addressing issues of diversity in schools. There is much ... 2000, the USA teaching work force in schools was predominantly white and ...

  3. Teacher Training and Teacher Use of Laptops in a 1:1 Laptop Program: A Correlational Study (United States)

    Staub, Justin H.


    The purpose of this quantitative correlational study was to examine the relationship, if any, between teacher training and teacher use of a laptop in a one-to-one laptop program. Teachers recorded their training weekly throughout the twelve-week study. Teacher use of laptops was measured through self-reporting in a pretest and posttest design,…

  4. A management framework for training providers to improve skills ...

    African Journals Online (AJOL)

    South Africa is in a skills revolution, launched by the Department of Labour via the Skills Development Act in 1998 and the Skills Development Levies Act in 1999. The skills revolution challenges workplace training providers through employers who pay a percentage of payroll towards skills levies and want to recover these ...

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

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


    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…


    Directory of Open Access Journals (Sweden)

    Mei Hua Lan


    Full Text Available Abstract: The preliminary case study was conducted to understand the effects of reflective teaching approach on English teachers' teaching performances in a short-term intensive teacher training program, and to know the participating English teachers’ feedback to the program. Totally 13 English teachers, who had taught English for 1 to 5 years, participated in this program for 3 weeks with 54 instruction hours. During the intensive program, teachers were asked to design lesson plans and demonstrate their lessons, while their peers, other experienced teachers, provided them with constructive feedback. In addition, the presenters self-assessed and reflected on their own teaching. Through several cycles of teaching demonstrations, peer-assessments, self-assessments and reflections, most teachers indicated that the reflective teaching approach was beneficial for sharpening their teaching skills, equipping them with additional teaching strategies and class management skills, and raising their awareness of the needs for examinations of their teaching reflectively in the future, and the importance of reflection of their own teaching for improvements. To give the teachers more inputs and inspirations, experienced teachers with creative teaching ideas were invited as guest speakers, and positive feedback to the guest speeches was also drawn. The findings of this study were expected to provide some pedagogical inspirations for the related fields, especially English teacher training in EFL contexts.

  7. Methodological Approaches and Principles of Foreign Language Teachers’ Training to Provide Schoolchildren with Ethnic Education

    Directory of Open Access Journals (Sweden)

    Botakoz A. Zhekibaeva


    Full Text Available The article presents description of the main methodological approaches and principles of foreign language teachers’ training to provide schoolchildren with ethic education, including: person-centered, ethno-cultural, didactic, ethno-pedagogical, system, pragmatic approaches and principles of cultural conformity, dialectical unity of universal and national-ethnic, dialogue and cultural interaction. This analysis of methodological approaches and principles allowed us to define the content of foreign language teachers’ training to provide schoolchildren with ethic education, including combination of ethnic education knowledge, skills, its essence and features and to identify the forms, methods and means of teaching, enabling to train the foreign language teachers this branch of activity in the shortest time

  8. Training Inservice Teachers' Competencies in Classroom Management. A Quasi-Experimental Study with Teachers of Secondary Schools (United States)

    Piwowar, Valentina; Thiel, Felicitas; Ophardt, Diemut


    The current study evaluated the effectiveness of a training program for inservice secondary school teachers in classroom management. In a non-randomized pre-post-design, 19 teachers participated in a newly developed training (the intervention group) and 18 teachers participated in a control training (the control group). All participants reported…

  9. Voice Education in Teacher Training: An Investigation into the Knowledge about the Voice and Voice Care in Teacher-Training Students (United States)

    Kovacic, Gordana


    The aim of the present study was to investigate knowledge about the voice and voice care in teacher-training students. A voice care questionnaire was administered to teacher-training students (N = 184) and students of other professions (N = 143). Discriminant analysis demonstrated that the teacher-training students' knowledge was significantly…

  10. Teachers' Emotional Intelligence: The Impact of Training (United States)

    Dolev, Nina; Leshem, Shosh


    A growing number of studies have suggested that teachers' personal competencies, and more specifically Emotional Intelligence (EI), are particularly important for teacher effectiveness. Recently, there has also been a growing recognition of the importance of social-emotional competencies to students' learning and academic achievement. However,…

  11. Professional Training of Foreign Languages Teachers in Austria


    Byndas Olena


    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 hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training,...

  12. Selecting, training and assessing new general practice community teachers in UK medical schools. (United States)

    Hydes, Ciaran; Ajjawi, Rola


    Standards for undergraduate medical education in the UK, published in Tomorrow's Doctors, include the criterion 'everyone involved in educating medical students will be appropriately selected, trained, supported and appraised'. To establish how new general practice (GP) community teachers of medical students are selected, initially trained and assessed by UK medical schools and establish the extent to which Tomorrow's Doctors standards are being met. A mixed-methods study with questionnaire data collected from 24 lead GPs at UK medical schools, 23 new GP teachers from two medical schools plus a semi-structured telephone interview with two GP leads. Quantitative data were analysed descriptively and qualitative data were analysed informed by framework analysis. GP teachers' selection is non-standardised. One hundred per cent of GP leads provide initial training courses for new GP teachers; 50% are mandatory. The content and length of courses varies. All GP leads use student feedback to assess teaching, but other required methods (peer review and patient feedback) are not universally used. To meet General Medical Council standards, medical schools need to include equality and diversity in initial training and use more than one method to assess new GP teachers. Wider debate about the selection, training and assessment of new GP teachers is needed to agree minimum standards.

  13. Evaluating the effectiveness of teacher training in Applied Behaviour Analysis. (United States)

    Grey, Ian M; Honan, Rita; McClean, Brian; Daly, Michael


    Interventions for children with autism based upon Applied Behaviour Analysis (ABA) has been repeatedly shown to be related both to educational gains and to reductions in challenging behaviours. However, to date, comprehensive training in ABA for teachers and others have been limited. Over 7 months, 11 teachers undertook 90 hours of classroom instruction and supervision in ABA. Each teacher conducted a comprehensive functional assessment and designed a behaviour support plan targeting one behaviour for one child with an autistic disorder. Target behaviours included aggression, non-compliance and specific educational skills. Teachers recorded observational data for the target behaviour for both baseline and intervention sessions. Support plans produced an average 80 percent change in frequency of occurrence of target behaviours. Questionnaires completed by parents and teachers at the end of the course indicated a beneficial effect for the children and the educational environment. The potential benefits of teacher implemented behavioural intervention are discussed.

  14. Effectiveness of a Voice Training Program for Student Teachers on Vocal Health. (United States)

    Richter, Bernhard; Nusseck, Manfred; Spahn, Claudia; Echternach, Matthias


    The effectiveness of a preventive training program on vocal health for German student teachers was investigated on specific vocal parameters. The voice quality as described by the Dysphonia Severity Index of 204 student teachers (training group: n = 123; control group: n = 81) was measured at the beginning and at the end of the student teachers training period (duration 1.5 years). Additionally, for investigating the voice-carrying capacity, a vocal loading test (VLT) was performed. Finally, participants had to provide a subjective judgment of a possible Voice Handicap Index. The training program improved the voice quality of the trained group compared with that of the control group, whose voice quality declined. The trained group was also able to better sustain their voice quality across the VLT than the control group. Both groups, however, reported a similar increase in subjective vocal strain. The presented training program clearly showed a positive impact on the voice quality and the vocal capacity. The results maintain the importance of such a training program to be integrated in the education and occupational routine of teachers. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

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

    Directory of Open Access Journals (Sweden)

    Belloch, Consuelo


    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.

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


    Nguyen Thi My Loc,


    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.

  17. Exploring Athletic Training Educators' Development as Teachers (United States)

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


    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…

  18. Teacher Training Needs for Bilingual Education: In-Service Teacher Perceptions (United States)

    Pérez Cañado, María Luisa


    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…

  19. Teachers' Perceptions of the Effectiveness of a Blended Learning Approach for ICT Teacher Training (United States)

    Mouzakis, Charalambos


    The survey presented in this article examines teachers' perspectives of the effectiveness of the European Pedagogic ICT Licence pilot test in Greece. A total of 51 primary and secondary education teachers participated in the study, immediately following the blended training course. Data were gathered using both quantitative and qualitative…

  20. [Development and Evaluation of a Teacher Training for the Early Recognition of Depressive Symptoms in Students]. (United States)

    Ahnert, Jutta; Vogel, Heiner; Lukasczik, Matthias


    Although teachers play an important role regarding early recognition of psychological problems in students, they have been largely neglected in research as a target group for interventions. In this study, a training for teachers was developed that aimed at improving knowledge and self-efficacy/subjective competencies with regard to the early recognition of mental distress in secondary school students with a specific focus on depressive symptoms (by means of providing information, interviewing techniques, and important contact persons). A training module comprising 4 h directed at teachers in secondary schools was developed and tested in 6 schools in a pre-post evaluation design. Participating teachers rated the training as well as their knowledge and self-efficacy/subjective competencies at 3 time points (before training (T1); after training (T2); 6-months-follow-up (T3)). Questionnaire data from N=44 teachers were available for all 3 data points (baseline sample: N=100). There was a slight but nonsignificant post-training increase in knowledge regarding depressive symptoms (partial Eta(2)=0,047). A significant benefit was found for most self-efficacy items (partial Eta(2)=0,14-0,67). Participants reported gains in subjective competencies with regard to initiating a dialogue with a distressed student and approaching his/her parents. Training contents and realization were rated positively immediately after the training as well as at follow up. The evaluation of the teacher training for early recognition of mental distress in students showed promising preliminary results that should be substantiated in a randomized controlled design. © Georg Thieme Verlag KG Stuttgart · New York.

  1. Assessment of a national network: the case of the French teacher training colleges' health education network. (United States)

    Guével, Marie-Renée; Jourdan, Didier


    The French teacher training colleges' health education (HE) network was set up in 2005 to encourage the inclusion of HE in courses for primary and secondary school teachers. A systematic process of monitoring the activity and the impact of this initiative was implemented. This analysis was systematically compared with the perceptions of teaching staff involved in the network. This paper assesses the network after 2 years using documents produced and interviews with 24 coordinators. Twenty-nine teacher training colleges out of a total of 31 are involved in the network. The network has helped to create links between teacher training colleges, extend HE training and encourage partnerships with other public health organizations. By 2007, HE was included in courses offered by 19 teacher training colleges as opposed to only 3 in 2005. This study not only showed the positive impact of the network but also revealed issues in its management and presented new challenges to ensure the effectiveness of the network. The network has succeeded in attracting and training trainers who were already providing or were interested in HE. Reaching other trainers who are not familiar with HE remains a challenge for the future.

  2. Teacher training, capacity building and professional capital

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    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...... (Hargreaves & Fullan, 2012). Teaching in a school-system steered by competence goals requires teachers to be high-level knowledge workers who constantly advance their own professional knowledge as well as that of their profession. With today’s strong focus on student outcomes, teachers are expected to embrace...

  3. Providing Elementary Teachers in South Texas with Professional Development to Improve Earth Science Instruction (United States)

    Borrego, H.; Ellins, K. K.


    Through three years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development program, my knowledge of earth science, new pedagogical approaches, and confidence has improved dramatically. I have also received instructional materials and learned how to access high quality online resources and use a variety of web-based tools. In this session, I will share my experiences and report on how I used my own learning to help both teachers and students to become more earth science literate individuals. Earth Science test scores at the elementary level throughout South Texas are consistently low in comparison to other regions in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach Earth Sciences. My TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Particularly noteworthy are TERC's EarthLabs: Earth System Science and GLOBE activities. Although these Earthlab investigations are designed for high schools students, I demonstrated how they could be adapted for elementary students. As a result, I have provided professional development in the Earth Sciences to about 300 South Texas elementary teachers. TXESS Revolution has also equipped me to empower the students I teach. My students this past year presented their challenge Legacy Cycle Project to the community. The TXESS Revolution teamed up with the Texas Water Development Board to deliver training on the implementation of a new online challenged-based curriculum called the Water Exploration Legacy Cycles. This training gave me the tools to guide my students learning through authentic scientific research. To carry out their challenge, students researched an area of interest, read literature, consulted with experts in the field, consider different prospective, and presented their final products via PowerPoint, poster


    Directory of Open Access Journals (Sweden)

    Elena Sagan


    Full Text Available Relevant for teaching modern science and practice is the task of finding ways to increase motivation, learning by intensifying qualitatively new teaching tools, design and implementation of technological approach to professional training of teachers, especially primary school teacher. The article summarizes the views of scientists on the use of design technology in higher pedagogical educational institution, organization design expediency of future teachers as an example of discipline "Mathematics". Design and technological approach allows for potential developmental math through a combination of formal mathematical knowledge of the emotional and aesthetic component of their production, with the formation of subjective attitude towards new knowledge. Thus, the creation of the "World Geometry" not only promotes the popularization of science, but also influences the outlook of the future teacher, his adaptability and mobility in the modern educational environment, fundamentalization his training.

  5. Training the Resourcers - Librarians, Teacher-Training and Telematics in the European Context. (United States)

    Pye, Jo; Myhill, Martin

    This paper describes the Telematics for Teacher Training Project (T3) Work Package 08, which aims to evaluate, assess, and produce course materials to respond to the information needs of librarians supporting teacher trainers and trainees in higher education institutions across Europe. The increasing use of educational technology to deliver more…

  6. The training and performance of primary teachers in mathematics education: the case of Spain


    Rico, Luis; Carrillo,José


    1. Initial Primary Teacher Training in Spain.Historical Background.New Model for Primary Teacher Training.2. Institutional Framework of Initial Training.Specialities.Training in Mathematics Education. Structural Failures.3. Contents, objectives, methodology and assessment in initial training.A general overview of our teaching.4. Teachers' desirable profile: the balance.A point to move towards.5. Our challenge: the challenge of integration.Aspects to be taken into account as teachers and resea...

  7. The challenge of training for family medicine across different contexts: Insights from providing training in China

    Directory of Open Access Journals (Sweden)

    John Sandars


    Full Text Available Physicians with expertise in providing training for family medicine, at both undergraduate level and postgraduate level, are frequently invited to run training workshops in countries with developing systems of family medicine but this approach is often a challenge for the incoming external trainers. There are general challenges in working across different contexts, especially cultural factors, the different approaches to training, including the aims, methods, and assessment, and additional organizational factors, influenced by the wider sociopolitical environment of the host country. Practical responses to these challenges are discussed, with relevance to both external trainers and those responsible for requesting training. This commentary contains insights from the experiences of the authors in providing training for family medicine in China.

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

    Directory of Open Access Journals (Sweden)

    Enisa Mede


    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.


    Directory of Open Access Journals (Sweden)



    Full Text Available This paper presents data from a study that investigated the professional development of teacher educators who work in the Training Centre for Basic Education Professionals (Cefapro in the state of Mato Grosso. They are responsible for the implementation of continuing education in schools. The methodological procedures included a survey with all teacher educators (PF, focus group with five PFs and systematic observation of the performance of a PF. The theoretical framework was based on studies of authors such as Carlos Marcelo (1992; 1996; 1999; 2009, Jacky Beillerot (1996 and Marguerite Altet (2003. The analysis focused on the relationship between Teacher educators and their functions, those prescribed by the Training Policy, as well as those determined by the training needs of teachers in school, understanding that this relationship guides the development of professionalism of this new educational actor.

  10. Linguistic Ethnography, Literacy Teaching and Teacher Training

    DEFF Research Database (Denmark)

    Dolmer, Grete; Nielsen, Henrik Balle

    and text in the literacy classroom. A linguistic ethnographic analysis strives to look closely and locally at language as social action, but at the same time place these observations within broader relations of power dynamics in and outside the literacy classroom. We approach data with the rigorous...... 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...... and are reflected in their oral and written text productions. The purpose of the case study is to develop insight in how the dialogue in literacy classrooms can scaffold pupils’ language and literacy learning and their understanding of text genres such as graphic novels and reader’s theater scripts. The data...


    Directory of Open Access Journals (Sweden)

    N. Kushnir


    Full Text Available In connection with the adoption of a new version of the state standard of primary education and the introduction of a primary school subject "Steps to a informatics" is particularly important problem of training of primary school teachers for training in accordance with the requirements of the standard. The model of training of primary school teachers in learning the basics of information and communication technologies was based on the analysis of the scientific literature and the results of international research on the training of future teachers and the formation of their information and communications expertise, practical experience in high school,. The model provides for the implementation of competence, personal and activity approaches, taking into account psychological and educational characteristics and the educational expectations of today's students, especially in terms of selection methods, forms and means of education. Organizational and pedagogical conditions of formation of readiness of primary school teachers in learning the basics of information and communication technologies were defined. Particular attention is given to the selection of the content of training students to use digital technologies in the educational process in primary school. Criteria and indicators by which the level of readiness assessment was conducted of primary school teachers in learning the basics of information and communication technologies are shown. The model was probed on the faculty of pre-school and primary education at the Kherson State University.


    Directory of Open Access Journals (Sweden)

    Cagri Ozkose BlYlK


    Full Text Available This paper presents a preliminary evaluation of a relatively new interactive distance learning model for training English language teachers in Turkey. The Distance English Language Teacher Training Program (DELTTP was established as a result of the contractual agreement between the Ministry of National Education and Eskisehir Anadolu University, Turkey in 2000, whose goal is to train a sufficient number of EFL teachers, in the shortest time possible, without abandoning the high quality of professional training provided heretofore (AOF, 2006. In order to seek objective information regarding their current status as well as to obtain opinion data concerning their perceptions of the adequacy of their education, 2004 and 2005 graduates of the DELTTP Program were administered questionnaires. Four interviews were conducted with different stakeholders. The results and statistics indicate that DELTTP is presently unable to train English teachers of the desired number and in a short period of time due to a variety of factors; however, the program has been successful in maintaining a high standard of quality and has not abandoned the essentials needed for foreign language teacher education.

  13. Compassion training in healthcare: what are patients' perspectives on training healthcare providers? (United States)

    Sinclair, Shane; Torres, Mia-Bernadine; Raffin-Bouchal, Shelley; Hack, Thomas F; McClement, Susan; Hagen, Neil A; Chochinov, Harvey M


    The purpose of this qualitative study was to investigate advanced cancer patients' perspectives on the importance, feasibility, teaching methods, and issues associated with training healthcare providers in compassionate care. This study utilized grounded theory, a qualitative research method, to develop an empirical understanding of compassion education rooted in direct patient reports. Audio-recorded semi-structured interviews were conducted to obtain an in-depth understanding of compassion training from the perspectives of hospitalized advanced cancer patients (n = 53). Data were analyzed in accordance with grounded theory to determine the key elements of the underlying theory. Three overarching categories and associated themes emerged from the data: compassion aptitude, cultivating compassion, and training methods. Participants spoke of compassion as an innate quality embedded in the character of learners prior to their healthcare training, which could be nurtured through experiential learning and reflective practices. Patients felt that the innate qualities that learners possessed at baseline were further fashioned by personal and practice experiences, and vocational motivators. Participants also provided recommendations for compassion training, including developing an interpersonal relationship with patients, seeing the patient as a person, and developing a human connection. Teaching methods that patients suggested in compassion training included patient-centered communication, self-reflection exercises, and compassionate role modeling. This study provides insight on compassion training for both current and future healthcare providers, from the perspectives of the end recipients of healthcare provider training - patients. Developing a theoretical base for patient centred, evidence-informed, compassion training is a crucial initial step toward the further development of this core healthcare competency.

  14. Block periodization of high-intensity aerobic intervals provides superior training effects in trained cyclists. (United States)

    Rønnestad, B R; Hansen, J; Ellefsen, S


    The purpose of this study was to compare the effect of two different methods of organizing endurance training in trained cyclists. One group of cyclists performed block periodization, wherein the first week constituted five sessions of high-intensity aerobic training (HIT), followed by 3 weeks of one weekly HIT session and focus on low-intensity training (LIT) (BP; n = 10, VO2max  = 62 ± 2 mL/kg/min). Another group of cyclists performed a more traditional organization, with 4 weeks of two weekly HIT sessions interspersed with LIT (TRAD; n = 9, VO2max  = 63 ± 2 mL/kg/min). Similar volumes of both HIT and LIT was performed in the two groups. While BP increased VO2max , peak power output (Wmax) and power output at 2 mmol/L [la(-)] by 4.6 ± 3.7%, 2.1 ± 2.8%, and 10 ± 12%, respectively (P training compared with TRAD training (ES = 1.34, ES = 0.85, and ES = 0.71, respectively). The present study suggests that block periodization of training provides superior adaptations to traditional organization during a 4-week endurance training period, despite similar training volume and intensity. © 2012 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  15. Aesthetic Education: Its Place in Teacher Training (United States)

    Frawley, Timothy J.


    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…

  16. Integrating sustainability into Business Education teacher training ...

    African Journals Online (AJOL)

    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 ...

  17. 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 ...

  18. ESP Administration and ESP Teacher Training. (United States)

    Swales, John; L'Estrange, Hugh


    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…

  19. Social Skills Training: Teacher Practices and Perceptions (United States)

    Battalio, Rosemary; Stephens, J. Todd


    Speaking out without raising a hand, interrupting conversations, refusing to complete work or to follow directions, becoming aggressive toward peers or teachers with the slightest provocation, and generally having poor peer relations are only some of the myriad of problematic behaviors presented in classrooms at any given time. The historical…

  20. Effects of synchronous coaching in teacher training

    NARCIS (Netherlands)

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


    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.

  1. Cancer education and training in primary health care--a national audit of training providers. (United States)

    McAvoy, Brian Ramsay; Fletcher, Jane M; Elwood, Mark


    Primary care professionals play a critical role in cancer care but relatively little is known about their education and training. This article presents the results of a national audit of education and training providers in relation to primary care and cancer. A semistructured telephone questionnaire. The response rate was very high (96%) with 210 organisations participating. Forty-two percent provided cancer education and training. Evidence of good adult education practice was demonstrated, and 95% of organisations ran accredited programs. Although pharmaceutical industry support was not favoured, the majority (78%) described this as their main source of funding. There is optimism and strong commitment among primary care cancer education and training providers. Their content seems appropriate and their approach is consistent with good adult learning principles and multidisciplinary care, but this could be enhanced with increased funding and improved collaboration and communication between organisations.

  2. Training Pediatric Residents to Provide Smoking Cessation Counseling to Parents

    Directory of Open Access Journals (Sweden)

    Rebecca L. Collins


    Full Text Available The objective was to assess the effectiveness of a smoking cessation educational program on pediatric residents' counseling. Residents were randomly selected to receive the intervention. Residents who were trained were compared to untrained residents. Self-reported surveys and patient chart reviews were used. Measures included changes in self-reported knowledge, attitudes and behaviors of residents, and differences in chart documentation and caretaker-reported physician counseling behaviors. The intervention was multidimensional including a didactic presentation, a problem-solving session, clinic reminders, and provision of patient education materials. Results showed that residents who were trained were more likely to ask about tobacco use in their patients' households. They were also more likely to advise caretakers to cut down on or to quit smoking, to help set a quit date, and to follow up on the advice given at a subsequent visit. Trained residents were more likely to record a history of passive tobacco exposure in the medical record. These residents also reported improved confidence in their counseling skills and documented that they had done such counseling more often than did untrained residents. Caretakers of pediatric patients who smoke seen by intervention residents were more likely to report that they had received tobacco counseling. Following this intervention, pediatric residents significantly improved their behaviors, attitudes, and confidence in providing smoking cessation counseling to parents of their pediatric patients.

  3. Choose Health Action Teens: A Review of a Teens as Teachers Nutritional Education Training Curriculum

    Directory of Open Access Journals (Sweden)

    Jeffrey M. Flesch


    Full Text Available This review draws from published research related to the best practices for the utilization of teens as teachers to examine Choose Health Action Teens (CHAT, a teen’s as teachers (TAT training curriculum.  Research shows that there are various components necessary to build a high quality TAT program.  Most of these components fall under four areas in which training is necessary for teens and adults: Teaching strategies, youth/child development, subject matter to be taught, and youth-adult partnerships.  These four areas provide a framework to review the Choose Health Action Teens (CHAT (Crosiar & Wolfe, 2013 teens as teachers training program curriculum.

  4. Researchers provide the evidence for the perfect teacher

    DEFF Research Database (Denmark)

    Fugl, Marie


    Good relations with the individual pupils, the ability to organise and manage a class and a bit of subject skills. That is the recipe for a good teacher, one that generates high achievement in the pupils.......Good relations with the individual pupils, the ability to organise and manage a class and a bit of subject skills. That is the recipe for a good teacher, one that generates high achievement in the pupils....


    Directory of Open Access Journals (Sweden)

    Dave E. Marcial


    Full Text Available There are many evidence that the use of information and communication technology (ICT in education provides effective pedagogical benefits. This paper describes the ICT skills enhancement training among faculty members in the teacher education in the four provinces, in Central Visayas, Philippines. The technology literacy training was designed for teacher educators who have the minimal or no knowledge or who have the ability to explain and discuss the task, but have not experienced the actual process of ICT operations in the classroom. It aimed to enhance skills in ICT operations and concepts using international and local ICT competency standards for teacher education. A total of 60 trainees who are coming from 30 private and public higher education institutions in the region participated in the training. The success level of the training program was measured in terms of the effectiveness of the trainers, learning level acquired by trainees, effectiveness of the administration of the training, relevance of the topic, and adequacy of information shared by the trainers. The evaluation shows that trainers were extremely efficient, and training is excellent in terms of the administration, relevance of the topic, and adequacy of information shared by the trainers. This study concludes that the training program attained its objectives, and it turned out into a big success. To ensure sustainability, a structured training program should be conducted.

  6. Teaching the Teachers: Emotional Intelligence Training for Teachers (United States)

    Hen, Meirav; Sharabi-Nov, Adi


    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…

  7. Teacher Education Training for Geography Teachers in Australia (United States)

    Robertson, Margaret


    Faced with a complex set of state, territory and federal government policies and regulations, the recent history of education and training in the Australian context has been one of increasing cooperation to find some shared goals and action for the future. This came to a climax in April 1999, when state, territory and commonwealth Ministers of…

  8. The transition from learner to provider/teacher: The learning needs of new orthopaedic consultants

    Directory of Open Access Journals (Sweden)

    Elliot Katy


    Full Text Available Abstract Background Given the relatively sudden change from learner to teacher-provider that new consultants experience and the likely clinical and managerial challenges this may pose, there is a relative dearth of research into the problems they may have in relation to their new roles, or how supported they feel by senior colleagues acting in a mentoring role. This research sought to determine new consultants views on the quality and relevance of their training, its relationship to their confidence in clinical and managerial skills and their views on mentorship by senior colleagues. Methods Detailed postal questionnaire to new consultants using open and closed questions. Open questionnaire to established consultants to validate new consultant responses. Results Respondents felt their clinical training was good and were generally confident in most clinical skills although some perceived deficiencies in more complex procedures and specialist areas. Most lacked confidence in many managerial skills. These perceptions were verified by established consultants. Although no relationship was found between total training time or quality of training with confidence, extra training in specific sub-specialities improved confidence in these areas. While most established consultants thought that mentorship would be useful for new consultants, only 52% of them shared this view. Conclusion Training and experience in management should be given greater emphasis. There may be a need for specific, targeted training in complex procedures for doctors who experience lack of confidence in these areas. Mentorship should be offered to new consultants and recognised in the job-plan of the new consultant contract.

  9. Students as facilitators in a teacher training program: motivation for leadership roles


    Burgess A; van Diggele C; Mellis C


    Annette Burgess,1 Christie van Diggele,2 Craig Mellis1 1Sydney Medical School – Central, The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Introduction: Although students often partake in peer-teaching activities during medical school, they are rarely provided with formal training in teaching. We have previously described our teacher training (TT) program for medical students. The TT program is delivered face-...

  10. Quality of Distance Education in Turkey: Preschool Teacher Training Case

    Directory of Open Access Journals (Sweden)

    Mehmet Gultekin


    Full Text Available Distance education is used for teacher training at different levels and fields in Turkey. Launched in the 2000-2001 academic year and still applied by Anadolu University, the Pre-School Teacher Training Program is one of those programs offered by distance education. This study aims to evaluate Anadolu University’s Preschool Teacher Training Program in Turkey by obtaining student opinions. A total of 1,026 senior students enrolled in the Preschool Education major at the Open Education Faculty of Anadolu University participated in the survey. A questionnaire to determine the opinions of students on the program was used as a means of data collection. Means (X and standard deviations (SD were employed to analyze the survey data. The results showed that although the teacher candidates study at a good level, they do not have a good record of watching the television programs. The results also revealed that the opinions of teacher candidates about the textbooks, television programs, teaching practices, and academic assistance services are positive.

  11. Modelling Withdrawal and Persistence for Initial Teacher Training: Revising Tinto's Longitudinal Model of Departure (United States)

    Roberts, Deborah


    This paper proposes a theoretical model to explain trainee withdrawal and persistence within higher education (HE) based initial teacher training (ITT). Within ITT, attrition and persistence are under-researched and under-theorised, thus providing the rationale for this study. Within HE more broadly, a number of models have been proposed, most…


    Directory of Open Access Journals (Sweden)

    L.E. Petuhova


    Full Text Available The article deals with actual problems of providing training for future teachers in line with international standards in the ICT field, the experience of creating an Internet portal ECDL e-learning for higher education in the KSU, and the organization of a distance course by tools of platform MOODLE.

  13. Personal Development Planning in Initial Teacher Training: A Case Study from Post-Compulsory Education (United States)

    Thompson, Ron; Hallwood, Linda; Clements, Christine; Rivron, Helen


    This paper provides a case study of personal development planning (PDP) within an initial teacher training course for the post-compulsory sector, delivered through a large consortium in the north of England. The paper reviews conceptual and empirical studies of PDP in higher education and reports on the practice and perceptions of students and…

  14. Integrative Pre-Service Elementary Teacher Training: The Role of Interdisciplinary Collaborative Mathematics (United States)

    Chiatula, Victoria Oliaku


    This primer summarizes interdisciplinary collaborative mathematics as an integrative approach to train pre-service elementary teachers to teach math utilizing Junior Achievement USA (JA) educational programs within an elementary Math Methods course. The primer provides a JA historical background/program overview, summarizes the interdisciplinary…


    Directory of Open Access Journals (Sweden)

    Vera V. Kalitina


    Full Text Available The visualized environment of mathematics training for the future natural science teachers, providing the formation and development of all-educational mathematical skills, qualities of thinking, skills of independent search and development of new information, abilities to model processes and to solve problems by means of ICT is described in this article. 

  16. Global Vision, Local Reality: Transforming Pre-Primary Teacher Training in Tanzania (United States)

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


    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…

  17. Formacion, Perfeccionamiento y Actualizacion Docente (Training and Advanced and Continuing Education for Teachers). (United States)

    Boletin del Centro Nacional de Documentacion e Informacion Educativa, 1970


    This document describes the teacher education reform implemented in Argentina beginning in 1968. Details of the changes are provided for: types of schools and degrees, new programs, admission criteria, career training opportunities, special fields, advanced and continuing education, and opportunities for educational research and experiments. (VM)

  18. A novel resident-as-teacher training program to improve and evaluate obstetrics and gynecology resident teaching skills. (United States)

    Ricciotti, Hope A; Dodge, Laura E; Head, Julia; Atkins, K Meredith; Hacker, Michele R


    Residents play a significant role in teaching, but formal training, feedback, and evaluation are needed. Our aims were to assess resident teaching skills in the resident-as-teacher program, quantify correlations of faculty evaluations with resident self-evaluations, compare resident-as-teacher evaluations with clinical evaluations, and evaluate the resident-as-teacher program. The resident-as-teacher training program is a simulated, videotaped teaching encounter with a trained medical student and standardized teaching evaluation tool. Evaluations from the resident-as-teacher training program were compared to evaluations of resident teaching done by faculty, residents, and medical students from the clinical setting. Faculty evaluation of resident teaching skills in the resident-as-teacher program showed a mean total score of 4.5 ± 0.5 with statistically significant correlations between faculty assessment and resident self-evaluations (r = 0.47; p teacher evaluations were significantly correlated with faculty and resident evaluations, but not medical student evaluations. Evaluations from both the resident-as-teacher program and the clinical setting improved with duration of residency. The resident-as-teacher program provides a method to train, give feedback, and evaluate resident teaching.

  19. Teacher Training by Means of a School-Based Model (United States)

    Richter, Barry


    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…

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

    African Journals Online (AJOL)

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

  1. Child Abuse and Neglect: Training Needs of Student Teachers (United States)

    McKee, Bronagh E.; Dillenburger, Karola


    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;…

  2. Burnout and Competency Development in Pre-Service Teacher Training (United States)

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


    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…

  3. Initial Teacher Training: Understanding "Race," Diversity and Inclusion (United States)

    Bhopal, Kalwant; Rhamie, Jasmine


    There is little research which has explored how students on Initial Teacher Training (ITT) courses understand and conceptualise discourses of "race," diversity and inclusion. This article will focus on student understandings of racialised identities; it will explore the discourses by which students understand what it means to be White…

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

    NARCIS (Netherlands)

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


    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

  5. Teachers Training for the Use of Digital Technologies (United States)

    dos Santos, Danielle Aparecida do Nascimento; Schlünzen, Elisa Tomoe Moriya; Schlünzen, Klaus, Jr.


    The doctoral research described in this article was developed in the context of a Licensure course in Pedagogy offered by two Public Universities of the São Paulo State, from 2010 to 2013. The purpose was to analyze how the teacher training program was established, aiming to the teaching of inclusive education fundamentals in a perspective of…

  6. 2012 Report Card on the Effectiveness of Teacher Training Programs (United States)

    Tennessee Higher Education Commission, 2012


    The Tennessee General Assembly passed legislation in 2007 requiring that the State Board of Education produce an assessment on the effectiveness of teacher training programs. The law requires that the report include data on the performance of each program's graduates in the following areas: placement and retention rates, Praxis II results, and…

  7. Enhancing Expectations of Cooperative Learning Use through Initial Teacher Training (United States)

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


    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. Stylistics in Teacher Training: Research Programs and Future Prospects (United States)

    Ventura, Ana Clara


    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…

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

    African Journals Online (AJOL)

    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 that teachers suggest as effective for managing student behavior as the dependent variable. An open-ended structured interview was used to measure the ...

  10. Resistance to the Reform of Teacher Training in Kosovo (United States)

    Walker, Laurie; Epp, Walter


    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.…

  11. Learning Styles and Teacher Training: Are We Perpetuating Neuromyths? (United States)

    Lethaby, Carol; Harries, Patricia


    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…

  12. Persistent Classroom Management Training Needs of Experienced Teachers (United States)

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


    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…

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

    African Journals Online (AJOL)

    Nekky Umera

    curriculum for teaching productivity and functional Nigerian educational system. The rate of academic ... effective and functional curriculum implementation involves professionally trained teachers because they .... English, places the speaker high on the social ladder than one who is unable to speak it; and the productive ...

  14. Computer Education in the Vocational Teacher Training Centre at Eindhoven. (United States)

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


    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…

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

    African Journals Online (AJOL)

    From policy to practice: education reform in Mozambique and Marrere Teachers' Training College. ... South African Journal of Education ... The Mozambican government has introduced reforms of basic education, notably the introduction of interdisciplinarity, learner-centredness and new teaching pedagogies. This is a case ...

  16. Using TI-Nspire in a Modelling Teacher's Training Course (United States)

    Flores, Ángel Homero; Gómez, Adriana; Chávez, Xochitl


    Using Mathematical Modelling has become a useful tool in teaching-learning mathematics at all levels. This is so because mathematical objects are seen from their very applications, giving them meaning from the beginning. In this paper we present some details on the development of a teacher's training course called Modelling in the Teaching of…

  17. Environmental Education in Action in Secondary Teacher Training in ...

    African Journals Online (AJOL)


    This paper describes a story-in-action of the Secondary Teacher Training Environmental Education. Programme ... shows that the involvement of stakeholders and participatory action research has enhanced critical reflection ..... whole St2eep programme where there was no clear research methodology from the start.

  18. Development of Primary English Education and Teacher Training in Korea (United States)

    Mikio, Shiga


    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…

  19. Practical Theory in the Training of Teachers of EFL (United States)

    Scarbrough, David R.


    Theory is important in a practical sense in training EFL teachers. Theoretical principles that should be taught are: linguistics (generative), language in terms of what people do when they use it, language rules and creativity, transformational-generative model, psychological and sociological speech situations, and paralinguistic features. (SCC)

  20. Professional Training of Future Teacher in Cross-Cultural Dialogue (United States)

    Semenog, Olena


    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…

  1. A Bridge Too Far? Teacher Training in England and Wales. (United States)

    Haydn, Terry; Hake, Clare


    Examines recent changes, and the motives behind them, in teacher education in England and Wales. Recent years have seen a move toward reducing the role of higher education and creating school-based systems of training reminiscent of apprenticeships. Motives behind this reform trend appear to be primarily political. (SLD)

  2. CERN High School Teachers Training Programme meets DG

    CERN Document Server

    Brice, Maximilien


    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.

  3. The coaching of teachers: Results of five training studies

    NARCIS (Netherlands)

    Veenman, S.A.M.; Denessen, E.J.P.G.


    In this study, the results of five training studies evaluating the effects of a coaching program for use in Dutch primary and secondary schools are described. The coaches involved in these studies were: (1) school counsellors, (2) school principals, (3) mentors of beginning teachers, (4) mentors of

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

    Directory of Open Access Journals (Sweden)

    Oscar Castro-Vargas


    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.

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

    Directory of Open Access Journals (Sweden)

    Helenise Sangoi Antunes


    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.

  6. The Initial Training of Geography Teachers at the University of Porto: Model and Training, Practices and Representations (United States)

    Martins, Felisbela


    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…

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

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    Nalyvaiko G.V.


    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.

  8. The training analyst: analyst, teacher, mentor. (United States)

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


    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.

  9. Mobile emergency simulation training for rural health providers. (United States)

    Martin, Douglas; Bekiaris, Brent; Hansen, Gregory


    Mobile emergency simulation offers innovative continuing medical educational support to regions that may lack access to such opportunities. Furthermore, satisfaction is a critical element for active learning. Together, the authors evaluated Canadian rural healthcare providers' satisfaction from high fidelity emergency simulation training using a modified motorhome as a mobile education unit (MEU). Over a 5-month period, data was collected during 14 educational sessions in nine different southern Manitoban communities. Groups of up to five rural healthcare providers managed emergency simulation cases including polytrauma, severe sepsis, and inferior myocardial infarction with right ventricular involvement, followed by a debrief. Participants anonymously completed a feedback form that contained 11 questions on a five-point Likert scale and six short-answer questions. Data from 131 respondents were analyzed, for a response rate of 75.6%. Respondents included nurses (27.5%), medical residents (26.7%), medical first responders (16.0%), and physicians (12.2%). The median response was 5 for overall quality of learning, development of clinical reasoning skills and decision-making ability, recognition of patient deterioration, and self-reflection. The post-simulation debrief median response was also 5 for summarizing important issues, constructive criticism, and feedback to learn. Respondents also reported that the MEU provided a believable working environment (87.0%, n=114), they had limited or no previous access to high fidelity mannequins (82.7%, n=107), and they had no specific training in crisis resource management or were unfamiliar with the term (92%, n=118). A high level of satisfaction was reported in rural health providers with mobile emergency simulation. Access to and experience with high fidelity mannequins was limited, suggesting areas for potential educational growth.

  10. Gender and teacher training in Early Childhood Education studies

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    Alfonso Romero Díaz


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

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

    NARCIS (Netherlands)

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


    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

  12. 34 CFR 461.33 - What are special experimental demonstration projects and teacher training projects? (United States)


    ... 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...

  13. The Place of Philosophy in the Training of Teachers: Peters Revisited (United States)

    Clark, John A.


    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…

  14. An International Teacher Training Project: Integrating Subject Content, Communicative and Digital Competences in Didactic Materials (United States)

    Sierra, Lina; Martin, Piedad


    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…

  15. Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

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    María Ángeles Martín del Pozo


    Full Text Available CLIL (Content and Language Integrated Learning and EMI (English Medium Instruction practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self training of those teachers who need to update their language skills for CLIL.

  16. Sustained change in didactic skills--does teacher training last? (United States)

    Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid


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


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    Ihor Savenko


    Full Text Available In the article the basic principles of shaping the content of training future teachers of technology education to realize design activity in schools have been considered. Formation of the basic core knowledge, abilities and skills of future teachers should be provided in the fundamental scientific, general and cultural and professional training that is subjected to certain principles of pedagogical design. Design education as a powerful educative potential aimed at designing and providing humanitarian and cultural orientation of a student has been revealed. The design is a valued feature of professional education of future teachers of labor studies and promotes the development of a special type of culture and thinking that directs to educational values and determines the individual educational strategy of professional development.

  18. How Did the Teacher Training Program Change the Teacher Trainees' View of Language Education? : Based on SCAT Analysis of Essays


    小原, 亜紀子; 稲葉, みどり


    It is necessary for teachers to respond to the increased diversity of Japanese learners in Japanese language classes. Therefore, “teacher development programs (development programs),” which are considered more effective than “teacher training programs for practical teaching methods (methodical programs),” are in their trial stage. “Methodical programs,” in this paper, is defined as teacher training which aims to promote teaching skills, whereas “development programs” emphasize improving teach...

  19. Teacher-Provided Positive Attending to Improve Student Behavior (United States)

    Perle, Jonathan G.


    A teacher serves many important roles within a classroom, including an educator and a manager of child behavior. Inattention, overactivity, and noncompliance have long been cited as some of the most common areas of reported difficulty for schools (Axelrod & Zank, 2012; Goldstein, 1995). The evidence-based practice of positive attending (i.e.,…

  20. Preservice Teachers' Classroom Management Training: A Survey of Self-Reported Training Experiences, Content Coverage, and Preparedness (United States)

    Christofferson, Michael; Sullivan, Amanda L.


    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…

  1. The Effects of Music Teacher Beliefs, Training, and Resources on Use of Technology (United States)

    Sorah, Donald Wayne, Jr.


    The purpose of this study was to compare teacher beliefs about music technology, types of teacher training in music technology, music technology resource availability, and levels of teacher use of music technology based on school socioeconomic status, teacher age, number of years teaching, and teacher gender. High-school band directors from the…

  2. An Attack on Inclusive Education in Secondary Education. Limitations in Initial Teacher Training in Spain

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    Manuel López-Torrijo


    Full Text Available Inclusive education is hard to implement in secondary schools. Probably, one of the determining factors lies in teachers' initial  training that determines their attitude, identity and professional practice. This research analyses the initial teacher education programmes for Secondary Education, Higher Secondary Education, called bachillerato in Spain, and Vocational and Artistic training in the five best valued Spanish universities in the education field, according to the ranking I-UGR, after the European convergence process in the European Higher Education Area. The study analyses the national regulations that govern this training. A quantitative study was conducted to examine the number of credits dedicated to inclusive education and also a review of the contents of these subjects was carried out. The study concludes that this initial teacher training provides sufficient theoretical basis regarding the conceptualization of inclusive education and the skills to deal with the tutorship and academic and professional orientation. However, important limitations in training prevent future teachers from identifying students’ and context’s special educational needs, and the attention to diversity through different methods and curriculum adaptations.

  3. Reflective training: teachers' representations regarding the use of a reflective portfolio for physician and nurse training

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    Roseli Ferreira da Silva


    Full Text Available This investigation discusses the use of a reflective portfolio for training healthcare professionals within the Professional Practice Unit of Marília Medical School, São Paulo, Brazil. The aim was to analyze teachers' perceptions regarding the use of the reflective portfolio in the nursing and medical courses. A qualitative methodological approach was chosen. Data were gathered by means of individual interviews with the teachers. The data were analyzed by means of the content analysis technique. This analysis enabled synthesis of the points made regarding the use of the portfolio as a strategy for professional training. From the perspective of the teachers interviewed, the reflective portfolio made it possible to stimulate the students' reflective capacity and continuously follow up the processes relating to their personal and professional development. It was considered to be an innovative and also a very laborious strategy that required time and dedication from the teachers for implementing it.

  4. Training of medical teachers in India: need for change. (United States)

    Bansal, Payal; Supe, Avinash


    India has the highest number of medical colleges in the world and consequently the highest number of medical teachers. The unprecedented growth of medical institutions in India in the past two decades has led to a shortage of teachers and created a quality challenge for medical education. In recent years, though medical advances have been understood and adopted by many institutions, the same is not true for educational planning and implementation. There is a need for well-trained faculty who will help improve programs to produce quality graduates. The existing teachers' training programs are insufficient, both in number and the aspects that they cover, to meet this demand. The globalization of education and India's potential as a destination for higher education have brought the issue into sharper focus. Medical educators must stand up to meet this challenge. This paper briefly describes the current status of training programs for medical teachers in India, outlines an approach for developing future programs and defines key content areas to focus on in order to enhance faculty development efforts.

  5. Training biochemistry undergraduate students to be teachers

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    P.A. Granjeiro


    Full Text Available In the last few decades the economic revolution has contributed for significant changes in  the  global  scene.  The  speed  and  mobility  of  the  information  have  fortified  the competition and increased the competitiveness through the knowledge applied to the science and technological innovation. In this context, in 2008, a graduation course of Biochemistry at UFSJ was created, with the objective to form professionals to research and education in Biochemistry and Molecular Biology. One of the tools used to develop the skills of education of our students is their participation in an optional discipline aiming at  developing  and  implementing  practical  and  theoretical  winters  courses  for  High School students. The content of the discipline consists of choosing themes, selecting and  organizing  the  topics,  preparing  written  material,  establishing  the  methodological strategies, planning the evaluation tools and, finally, as teachers, conducting the course. In the last two years the themes consisted in free radicals, bioactives, bioenergy, DNA, biotechnology  of  microorganisms,  genetics  of  cancer,  cellular  therapy,  and  medicinal chemistry. The evaluation of the experience by biochemistry and high school students was very positive. Biochemistry students considered this experience to be unique and recommended it to their schoolmates; the high school students gave very high scores to the courses and the teachers. In conclusion this course was a great experience for both undergraduate students that might become teachers and for high school students that have rare opportunity to participate in science and technology practical classes, which are normally insufficient in their formation.


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    Antonio Hilario Aguilera Urquiza


    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.


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    Jamille Marinho Brazil


    Full Text Available This article is an experience report on the process of teaching and learning developed during the teaching stage. The objective of this study was to report the experience faced by a student of the Post-Graduate Nursing and Health (PPGES level academic master, the State University of Bahia (UESB. The stage totaled 45 hours, counted the 15 extra hours spent by students under the guidance of the guiding teachers. didactic procedures were used: dialogued exposition, didactic video display, seminars and debates, addressing the theoretical contents indicated in Nutrition discipline of menu in Process Health / Disease. It is noticed that the teaching stage is a very important experience for the formation of a master, because at that time you can put into practice the knowledge acquired throughout the course, develop skills and bring out the desire for education.


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    Hüseyin ARAK


    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.

  9. Salutogenetic approach to professional training of future teachers

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    Ionova O.M.


    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.


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    Gregory Tereshchuk


    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.

  11. Initial Training for VET Teachers: A Portrait within a Larger Canvas (United States)

    Guthrie, Hugh; McNaughton, Alicen; Gamlin, Tracy


    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)…

  12. Recent Research on Beginning Teachers: Studies of Trained and Untrained Novices. (United States)

    Cooke, B. L.; Pang, K. C.


    Presents data from surveys and interviews with 129 beginning secondary teachers (trained, untrained, and partially trained) and a survey of school principals in Hong Kong. Differences between trained and untrained groups indicated a need for preservice training and induction for all beginning teachers. (SM)


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    Yuliya Kozak


    Full Text Available The article analysis the system of professional training of future engineering teachers of computer type at the pedagogical universities, including graphical content preparation. It is established that the modernization of this system of training engineering teachers of computer profile is extremely important because of increasing demands for total graphics education, which in terms of mass communication, the need to compress a significant amount of information and opportunities provided by new information technologies, becomes so important as second literacy. The article reveals the essential characteristics of the concept of graphic competence as important component of the modernization of the education system, and an attempt to find promising ways of further work to effective solving of the issue of formation of graphic competence of engineering teachers of computer profile.

  14. Conceptual approaches to vocational and tourism training of teachers in higher education institutions

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    Dudorova L.J.


    Full Text Available Considered the direction of teacher’s training based on the model of a competent graduate. It is formed the criteria of the faculty of the institute of physical education and sports and the possibility of their selection. It is noted that a teacher must possess modern technologies of general and vocational education, a set of effective methods and techniques sufficient professional knowledge to provide education of future professionals (teaching, planning and management of the didactic and educational systems. It is recommended the formation of the teaching staff to consider the following: to conduct a competitive selection of teachers with experience teaching physical education and sports, coaching and tourism. Teachers also need training from the best graduates of the institute of physical education and sport.

  15. Emotional intelligence competencies provide a developmental curriculum for medical training. (United States)

    Stoller, James K; Taylor, Christine A; Farver, Carol F


    Since healthcare faces challenges of access, quality, and cost, effective leadership for healthcare is needed. This need is especially acute among physicians, whose demanding training focuses on scientific and clinical skills, eclipsing attention to leadership development. Among the competencies needed by leaders, emotional intelligence (EI) - defined as the ability to understand and manage oneself and to understand others and manage relationships - has been shown to differentiate between great and average leaders. In this context, teaching EI as part of the medical training curriculum is recommended. Furthermore, because physicians' developmental needs evolve over the course of prolonged training, specific components of EI (e.g., teambuilding, empathy, and negotiation) should be taught at various phases of medical training. Consistent with the concept of a spiral curriculum, such EI competencies should be revisited iteratively throughout training, with differing emphasis and increasing sophistication to meet evolving needs. For example, teamwork training is needed early in undergraduate medical curricula to prompt collaborative learning. Teamwork training is also needed during residency, when physicians participate with differing roles on patient care teams. Training in EI should also extend beyond graduate medical training to confer the skills needed by clinicians and by faculty in academic medical centers.


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    Nina Raud


    Full Text Available In-service training of teachers of English as a foreign language (EFL is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context.

  17. Gender equity: A study of classroom interactions of sixth-grade science teachers before and after gender equity training (United States)

    Giuliano, Joanne

    The researcher investigated teachers' perceptions of their interactions with students in their 6th grade science classrooms and the effects of gender equity training on teachers' interactions with students. Teacher perceptions were measured at pretest and posttest using the Gender Equity Teacher-Student Interaction Questionnaire (GETSIQ). The outcomes from one day of gender equity training, using the Gender Equity Video and Instructional Guide, were measured at pretest, posttest, and follow-up using the INTERSECT scale. A non-random sample of twenty 6th grade science teachers from five middle schools participated in the study. Ten teachers were assigned to each of the control or experimental groups. The first hypothesis posited that teacher perceptions of and actions toward male and female students in sixth grade science classrooms would be different as reflected by scores on the GETSIQ. The hypothesis was partially supported. Teachers reported significantly different amounts of acknowledgment, attention in general, and attention to questions, responses, and comments for boys and girls, and different evaluations based on their expectations for a student. Following training, teachers from the experimental group obtained somewhat higher scores, though the differences were not statistically significant. Hypothesis 2 stated that gender equity training would increase equitable teacher interactions with male and female students as demonstrated by scores on the INTERSECT Checklist. This hypothesis was partially supported. A comparison of the Intersect checklist (praise, acceptance, remediation, criticism) revealed that teachers were observed to more equally give praise to boys and girls following training, male teachers engaged in more acceptance responses with girls, and female teachers had more equitable distribution of acceptance. Male teachers increased the amount of remediation to girls, and female teachers continued to provide more remediation to boys. The


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    Darney Mendoza-Morales


    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.


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    Mireya Rubio-Moreno


    Full Text Available This article presents partial results of a research about the processes lived in a more meaningful manner by the future teachers in primary education. The methodology is qualitative, a questionnaire and a semistructured interview were applied to twelve subjects, finding that a large part of them point to the experiences of observation and teaching practice as more significant to be suitable in their later professional practice. In contrast, few point to the weight of vocation, self taught and count with teachers engaged and capable for the consolidation of their professional skills. We conclude that the initial formative processes are diverse and complex with little impact on the theoretical and methodological domain of the teacher training students coming to graduating.

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

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    Johana Carolina Peña Lozada


    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.

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

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    Pablo García Sempere


    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.

  2. 20 CFR 663.400 - How are training services provided? (United States)


    ... they receive a waiver from the Governor and meet the requirements of 20 CFR 661.310 and WIA section 117... Section 663.400 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR ADULT AND...(d)(4)(G)(ii) and § 663.430(a), the Individual Training Account (ITA) is established for eligible...

  3. The Role of Training Providers in Manpower Planning. (United States)

    Gray, Lynton


    Research in Nigeria and Thailand is used to demonstrate that, where vocational training is cost effective (graduates get appropriate jobs), links with employers are closer than in other labor markets. Techniques such as reverse tracer studies, labor market signaling, and skills analysis can be used to improve training effectiveness. (SK)

  4. Writing planning documents: a contested activity in teacher training

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    Antonia López Martínez


    Full Text Available The purpose of the study presented in this paper is to improve the training in methodology and organisation of future nursery and primary teachers during their teaching placement. The objective is that students get to know the process followed in schools to write planning documents so that they establish links between their theoretical knowledge on the planning of schools in the course School Management with real practical situations.

  5. Professional lives under review: Evaluating the human capital impact of overseas trained teachers (OTTs on secondary education in London

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    Paul Washington Miller


    Full Text Available Notions of teacher quality, character and identity are debated worldwide. It is commonly held that the voices of ‘new’ teachers are largely underrepresented in such debates (Kompf, 2005. By engaging teachers in research into their own determinations of teacher quality, their dialogue can provide insights into the personal and individual processes of becoming a teacher within a broader socio-political framework (Frid and Reid, 2003. The earlier phase of teaching can be described as one of 'survival' and 'discovery' (Huberman, 1992, signifying the 'reality shock' new teachers face. Researchers (Day, 1999; Graham and Phelps, 2003; Bleach and Rhodes, 2004 emphasise the need for teachers to be properly supported at the earlier phase of their career; a requirement also identified for migrant or Overseas Trained Teachers (Miller, 2006. This paper discusses findings on teacher identity as regard the experiences of Overseas Trained Teachers (OTTs from the Caribbean in the course of their employment in London. Through teaching in London, OTTs have experienced both negative and positive impacts. On the one hand, these impacts have undermined previously held value positions resulting in some degree of confusion and turbulence. On the other hand, OTTs have navigated conflicting discourses and have combined past experiences with present knowledges to produce a form of localised ‘teacher identity’.

  6. Providing Experiential Business and Management Training for Biomedical Research Trainees. (United States)

    Petrie, Kimberly A; Carnahan, Robert H; Brown, Abigail M; Gould, Kathleen L


    Many biomedical PhD trainees lack exposure to business principles, which limits their competitiveness and effectiveness in academic and industry careers. To fill this training gap, we developed Business and Management Principles for Scientists, a semester-long program that combined didactic exposure to business fundamentals with practical team-based projects aimed at solving real business problems encountered by institutional shared--resource core facilities. The program also included a retreat featuring presentations by and networking with local life science entrepreneurs and final team presentations to expert judges. Quantitative and qualitative metrics were used to evaluate the program's impact on trainees. A pretest-posttest approach was used to assess trainees' baseline knowledge and mastery of module concepts, and each individual's pretest and posttest responses were compared. The mean score improved by more than 17 percentage points. Trainees also took an online survey to provide feedback about the module. Nearly all participants agreed or strongly agreed that the module was a valuable use of their time and will help guide their career decisions and that project work helped drive home module concepts. More than 75% of trainees reported discussing the module with their research advisors, and all of these participants reported supportive or neutral responses. Collectively, the trainee feedback about the module, improvement in test scores, and trainee perception of advisor support suggest that this short module is an effective method of providing scientists with efficient and meaningful exposure to business concepts. © 2017 K. A. Petrie et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http

  7. Teacher identity formation in nursing teacher training: reflection mediated by digital technologies. (United States)

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


    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.


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    Margarita Pino Juste


    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.


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    Olena Sagan


    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.

  10. Training of Teacher-Researcher as Prior Consideration of Professional Training of Pedagogues in Great Britain (United States)

    Kozubovska, Iryna; Popovych, Iryna


    The article is devoted to the problem of professional training of pedagogues in foreign countries. Special attention has been paid to the experience of Great Britain. It has been underlined that the teacher has to acquire thorough knowledge in profession as well as to master the methods of teaching. Nevertheless, this is not enough to reach…

  11. Pedagogical Mentorship as an In - Service Training Resource: Perspectives From Teachers in Guatemalan R ural and Indigenous Schools

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    Katy de la Garza


    Full Text Available Rural and Indigenous populations have the lowest educational achievement indicators and teachers with the least years of training. Global education movements have led to an increase in access to schooling by rural and Indigenous populations but high drop-out rates persist and education policies, curricular contents, and teacher trainings have progressively become urban-biased and insensitive to context. Using a case from Guatemala, this study offers policy knowledge on rural and Indigenous teacher professionalization by analyzing the potential of pedagogical mentorship as an in-service teacher training resource that can consider contextual and sociocultural realities. It also offers to improve our understandings of the challenges faced by teachers to provide quality education in rural and Indigenous settings. The data is drawn from a qualitative and multisite research study. Results demonstrate that main challenges faced by rural teachers include economic hardships, malnutrition, inadequate and superficial teacher training in intercultural bilingual education, and the persistent absence of basic government social programs. The data also reveal a positive demand for pedagogical mentorship on behalf of all the interviewed teachers; particularly to enhance their knowledge and skills on bilingual intercultural education. Pedagogical mentorship offers a powerful opportunity for governments to enhance quality and context-sensitive education; but it is not enough. Multi sectorial efforts are necessary to tackle poverty, hunger and education and move towards the implementation of the long overdue right for rural and Indigenous peoples to access quality education that includes healthy students and relevant curricula.

  12. Pedagogical competence-based Training Needs Analysis for Natural Science Teachers

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    Irma Febrianis


    Full Text Available This study offers an effective approach in determining the needs of training of the teachers using the Training Needs Analysis (TNA. The objectives of the study were to obtain evidence an actual pedagogic competence of the natural sciences teachers, to obtain needs and training priorities, and proposing recommendations on the effectiveness of training method. Surveys, interviews, and FGD were conducted to get primary data. Survey was carried on 165 natural science teachers of SMP Negeri Pekanbaru using self-evaluation questionnaire. Results showed that actual pedagogic competence of the teachers was below the ideal competence. There were five priorities of training program, namely : training of ICT, classroom action research, theory and principles of learning on integrated natural science, curriculum development, and understanding of pupils’ characteristics. It is suggested that In House Training, specific training, and short courses are worth applied as effective training methods to improve pedagocical competence of the teachers.  

  13. The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas (United States)

    Longing, Jeffrey Lucian

    The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey. The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study. The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data

  14. Education in the Age of the Information Superhighway: An Investigation into Initial Teacher Training in Canada (United States)

    Illingworth, Martin


    This article discusses particular aspects of current Canadian teacher training that seem healthy practice to an experienced school-teacher from the United Kingdom. With the UK government increasingly interested, some would say determined, in moving the funding of initial teacher training away from universities and to schools, my visit to Canada,…

  15. Motivation of Civic Education Teachers-in-Training in the Field of Education for Sustainable Development (United States)

    Hiller, Katharina; Reichhart, Barbara


    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…

  16. Peculiarities of Future Technology Teachers' Training in Poland and Great Britain (United States)

    Androshchuk, Iryna; Androshchuk, Ihor


    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'…

  17. Trained and Untrained Secondary School Teachers in Barbados: Is There a Difference in Classroom Performance? (United States)

    Jones, Mildred


    Barbados secondary school teachers (31 with bachelor's degrees in English or science, 38 who also had teacher training diplomas) were observed teaching. There were only small differences in instructional organization and development and subject-matter presentation between those who had been trained as teachers and those who had not, regardless of…

  18. Teaching in Iowa's Two-Year Colleges: The Implications for Teacher Training. (United States)

    Bataille, Robert R.


    Course offerings listed in a national directory of training programs for junior/community college teachers were measured against the opinions of Iowa community college writing teachers about helpful training for community college teachers. Results indicated a need for more course offerings in remediation techniques, composition theory, speech,…

  19. An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers (United States)

    Scull, Tracy Marie; Kupersmidt, Janis Beth


    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…

  20. Assessing Graduate Teacher Training Programs: Can a Teaching Seminar Reduce Anxiety and Increase Confidence? (United States)

    Pelton, Julie A.


    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…

  1. The Impact of In-Service Technology Training Programmes on Technology Teachers (United States)

    Gumbo, Mishack; Makgato, Moses; Muller, Helene


    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…

  2. Training Lay Interventionists to Support Tobacco Cessation among Teachers in India (United States)

    Aghi, Mira; Nagler, Eve; Lando, Harry; Pednekar, Mangesh; Gupta, Prakash; Sorensen, Glorian


    Despite the rapidly increasing burden of tobacco-related morbidity and mortality in low- and middle-income countries, tobacco control initiatives - especially cessation - receive little emphasis. This is true despite low-cost methods that have potential for widespread dissemination. The purpose of this paper is to provide a case study example of how lay interventionists may be trained and supported to facilitate tobacco use cessation, based on the successful Tobacco Free Teachers—Tobacco Free Society program (TFT-TFS) implemented in Bihar, India. This school-based program included multiple components, with lay interventionists having a crucial role. The lay interventionists included health educators and lead teachers, both of whom were selected based on formative research, underwent extensive training and received continuing support. We emphasized encouraging and supporting teachers to quit tobacco use and engaging both tobacco users and nonusers to create a supportive environment for cessation. We also stressed that neither the health educators nor lead teachers were being trained as counselors or as cessation experts. We focused on the importance of respecting teachers as individuals and identifying locally relevant methods of cessation. Although we cannot isolate the precise contribution of the lay interventionists to the successful TFT-TFS intervention, the abstinence findings in favor of the intervention at follow up are highly encouraging. Teachers have been neglected as lay interventionists for tobacco cessation despite the fact that they tend to be highly respected and credible. The approach used for TFT-TFS could be disseminable in multiple low- and middle-income country contexts through train-the-trainer programs targeted to teachers. PMID:29151809


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    Mykola Solovey


    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

  4. Using Variables in School Mathematics: Do School Mathematics Curricula Provide Support for Teachers? (United States)

    Dogbey, James


    This study employed content analysis to examine 3 popular middle-grades mathematics curricula in the USA on the support they provide for teachers to implement concepts associated with variables in school mathematics. The results indicate that each of the 3 curricula provides some type of support for teachers, but in a varied amount and quality.…

  5. Providing Written Feedback on Students' Mathematical Arguments: Proof Validations of Prospective Secondary Mathematics Teachers (United States)

    Bleiler, Sarah K.; Thompson, Denisse R.; Krajcevski, Milé


    Mathematics teachers play a unique role as experts who provide opportunities for students to engage in the practices of the mathematics community. Proof is a tool essential to the practice of mathematics, and therefore, if teachers are to provide adequate opportunities for students to engage with this tool, they must be able to validate student…

  6. Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study (United States)

    Lehtinen, Antti; Viiri, Jouni


    Current research indicates that inquiry-based learning should be guided in order to achieve optimal learning outcomes. The need for guidance is even greater when simulations are used because of their high information content and the difficulty of extracting information from them. Previous research on guidance for learning with simulations has concentrated on guidance provided by the simulation. Little research has been done on the role of the teacher in guiding learners with inquiry-based activities using simulations. This descriptive study focuses on guidance provided during small group investigations; pre-service teachers ( n = 8) guided third and fifth graders using a particular simulation. Data was collected using screen capture videos. The data was analyzed using a combination of theory- and data-driven analysis. Forms of guidance provided by the simulation and by the teachers were divided into the same categories. The distribution of the guidance between the teacher and the simulation was also analyzed. The categories for forms of guidance provided by simulations proved to be applicable to guidance provided by the teachers as well. Teachers offered more various forms of guidance than the simulation. The teachers adapted their guidance and used different patterns to complement the guidance provided by the simulation. The results of the study show that guidance provided by teachers and simulations have different affordances, and both should be present in the classroom for optimal support of learning. This has implications for both teaching with simulations and development of new simulations.

  7. The Impact of Teachers' Participation in eTwinning on Their Teaching and Training (United States)

    Crisan, Gabriela Ileana


    eTwinning programme enjoys great popularity and large participation of the Romanian teachers. The present study aims at investigating the teachers' opinions about the impact of eTwinning on teaching practices, as well as on teachers' training needs. Data for this study were collected through an online questionnaire distributed to 108 teachers that…

  8. [Effective didactic skills training for teachers in continuing medical education]. (United States)

    Hofer, M; Abanador, N; Mödder, U


    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). 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 X2 test) in 17 given criteria 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. The results revealed highly significant (p teaching methods turned out to be highly effective and can be attended by all medical teachers with different teaching backgrounds and specialties. The training has been certified for CME-credits by the Academy of the Physicians' State Association of North Rhine-Westphalia.

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

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    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.


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    Miguel Ángel González Ortiz


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

  11. 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 (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.

  12. Education Reform at the Science University and the New Strategy for Training Science Teachers (United States)

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


    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…

  13. Development of an Advanced Training Course for Teachers and Researchers in Chemistry (United States)

    Dragisich, Vera; Keller, Valerie; Black, Rebecca; Heaps, Charles W.; Kamm, Judith M.; Olechnowicz, Frank; Raybin, Jonathan; Rombola, Michael; Zhao, Meishan


    Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded…

  14. Teacher Training for Implementation of Teaching Strategies for Students with Autism Spectrum Disorders (United States)

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


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

  15. 20 CFR 663.585 - May individuals choose training providers located outside of the local area? (United States)


    ... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false May individuals choose training providers... INVESTMENT ACT Eligible Training Providers § 663.585 May individuals choose training providers located outside of the local area? Yes, individuals may choose any of the eligible providers and programs on the...

  16. Providing Experiential Business and Management Training for Biomedical Research Trainees (United States)

    Petrie, Kimberly A.; Carnahan, Robert H.; Brown, Abigail M.; Gould, Kathleen L.


    Many biomedical PhD trainees lack exposure to business principles, which limits their competitiveness and effectiveness in academic and industry careers. To fill this training gap, we developed Business and Management Principles for Scientists, a semester-long program that combined didactic exposure to business fundamentals with practical…

  17. An AHP-based evaluation method for teacher training workshop on information and communication technology. (United States)

    Lucas, Rochelle Irene; Promentilla, Michael Angelo; Ubando, Aristotle; Tan, Raymond Girard; Aviso, Kathleen; Yu, Krista Danielle


    The emergence of information and communication technology (ICT) has created opportunities for enhancing the learning process at different educational levels. However, its potential benefits can only be fully realized if teachers are properly trained to utilize such tools. The rapid evolution of ICT also necessitates rigorous assessment of training programs by participants. Thus, this study proposes an evaluation framework based on the Analytic Hierarchy Process (AHP) to systematically evaluate such workshops designed for teachers. The evaluation model is decomposed hierarchically into four main criteria namely: (1) workshop design, (2) quality of content of the workshop, (3) quality of delivery of the content of the workshop, and the (4) relevance of the workshop. These criteria are further disaggregated into 24 sub-indicators to measure the effectiveness of the workshop as perceived by the participants based on their own expectations. This framework is applied to a case study of ICT workshops done in the Philippines. In this case, relevance of the workshop is found to be the most important main criterion identified by the participants, particularly on the new ICT knowledge that promotes teachers' professional growth and development. The workshop evaluation index (WEI) is also proposed as a metric to support decision-making by providing a mechanism for benchmarking performance, tracking improvement over time, and developing strategies for the design and improvement of training programs or workshops on ICT for teachers. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

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    Bruno Oliveira


    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.

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

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    Alice Dalmaso


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

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

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    Norma Esmeralda RODRÍGUEZ RAMÍREZ


    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.

  1. Teacher training program for medical students: improvements needed. (United States)

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


    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. 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. 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. 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.

  2. Minority Pre-service Teachers' and Faculty Training on Climate Change Education in Delaware State University (United States)

    Ozbay, G.; Fox-Lykens, R.; Veron, D. E.; Rogers, M.; Merrill, J.; Harcourt, P.; Mead, H.


    Delaware State University is working toward infusing undergraduate education with climate change science and enhancing the climate change learning content of pre-service teacher preparation programs as part of the MADE-CLEAR project ( Faculty development workshops have been conducted to prepare and educate a cadre of faculty from different disciplines in global climate science literacy. Following the workshops, the faculty participants have integrated climate literacy tenets into their existing curriculum. Follow up meetings have helped the faculty members to use specific content in their curriculum such as greenhouse gases, atmospheric CO2, sea level rise, etc. Additional training provided to the faculty participants in pedagogical methods of climate change instruction to identify common misconceptions and barriers to student understanding. Some pre-service teachers were engaged in summer internships and learned how to become messenger of climate change science by the state parks staff during the summer. Workshops were offered to other pre-service teachers to teach them specific climate change topics with enhanced hands-on laboratory activities. The participants were provided examples of lesson plans and guided to develop their own lesson plans and present them. Various pedagogical methods have been explored for teaching climate change content to the participants. The pre-service teachers found the climate content very challenging and confusing. Training activities were modified to focus on targeted topics and modeling of pedagogical techniques for the faculty and pre-service teachers. Program evaluation confirms that the workshop participant show improved understanding of the workshop materials by the participants if they were introduced few climate topics. Learning how to use hands-on learning tools and preparing lesson plans are two of the challenges successfully implemented by the pre-service teachers. Our next activity includes pre

  3. The Implementation of a Behavioural Support Programme: Teachers' Perceptions of the Programme and Themselves as Providers (United States)

    Ingemarson, Maria; Bodin, Maria; Rubenson, Birgitta; Guldbrandsson, Karin


    Purpose: The purpose of this paper is to investigate how teachers received and perceived the school programme Prevention in School (PS), a positive behavioural support programme; how did the teachers perceive the programme characteristics and themselves as providers; and how did this affect programme implementation? Design/methodology/approach:…

  4. MTFeedback: Providing Notifications to Enhance Teacher Awareness of Small Group Work in the Classroom (United States)

    Martinez-Maldonado, Roberto; Clayphan, Andrew; Yacef, Kalina; Kay, Judy


    The teacher has very important roles in the classroom, particularly as manager of most resources for learning activities and in providing timely feedback that can enhance learning. But teachers need to be aware of students' achievements and weaknesses to decide how to time feedback. We present MTFeedback, a system that harnesses the new…

  5. The Effect of Performance Feedback Provided to Student-Teachers Working with Multiple Disabilities (United States)

    Safak, Pinar; Yilmaz, Hatice Cansu; Demiryurek, Pinar; Dogus, Mustafa


    The aim of the study was to investigate the effect of performance feedback (PF) provided to student teachers working with students with multiple disabilities and visual impairment (MDVI) on their teaching skills. The study group of the research was composed of 11 student teachers attending to the final year of the Teaching Students with Visual…


    Directory of Open Access Journals (Sweden)

    Olena Semenoh


    Full Text Available In the article on the basis of analyzing theoretical sources and practical experience some scientists’ works are disclosed, which deal with using and designing digital narratives in future Ukrainian language and literature teachers’ training, to develop a personality’s information and digital competence. It is reported that the themes, which are focused on postgraduate students’ acquainting with digital technologies of studying linguistic subjects at university, in specialized classes in secondary school, and a new type of educational institutions, should be introduced into language and methodological training. The author emphasizes on the relevance and importance of using digital narratives for democratization and humanization, the inspiration of the educational process. Narratives (stories in literary works, letters, confessions, biographies, diaries, comments, portrait sketches, pedagogical aphorisms, scripts, summaries of lessons with notes in the margins and others, biographical and pedagogical narratives provide information about the events, situations, taking into account individual reflexed experience of outstanding teachers. If students have an opportunity to develop skills of making narratives, they will gradually get communicative competences and feeling of confidence in their own ability that are necessary in the life. The works by M. Leshchenko and L. Tymchuk that are devoted to studying biography narratives are overviewed. The author suggests her own works of studying biography narratives of outstanding personalities (O. Zakharenko, I. Ziaziun, N. Voloshyna, L. Matsko and others. Digital narrative is characterized as a dynamic means of sending information messages in which a word, an image and sound are expressed in a joint digital code; as multimedia project that combines text, a picture, audio and video files in a short video clip. It is spoken in detail that digital narratives that are used or made together with students

  7. Elementary School Teacher Training Based on Needs and Interests of Teachers and The Effectiveness of The Improvement of Students Competence (United States)

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


    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.

  8. Two Teacher in Space candidates during training at JSC (United States)


    Two women representing the Teacher in Space Project undergo training in preparation for the STS 51-L mission. Sharon Christa McAuliffe (second right), prime crewmember; and Barbara R. Morgan (second left) backup, are briefed in the Shuttle mission simulator's instruction station by Jerry Swain, instruction team leader. Others pictured are Michelle Brekke (far right) of the payload specialists office and Patricia A. Lawson (lower left foreground) (40510); Astronaut Ellison S. Onizuka assists Morgan with a head set as the two trainees are familiarized with launch and entry stations in the motion base Shuttle mission simulator (SMS) (40511).

  9. Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review. (United States)

    Lander, Natalie; Eather, Narelle; Morgan, Philip J; Salmon, Jo; Barnett, Lisa M


    Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention. The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome. A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review. The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was

  10. What Would Galileo Do? An Update on the Galileo Teacher Training Program (United States)

    Kruse, B.; Manning, J. G.; Schultz, G.; Fraknoi, A.


    The Galileo Teacher Training Program (GTTP) is a heritage program of the International Year of Astronomy (IYA) and Beyond that provides professional development for teachers in grades 3-12. At the core of every GTTP workshop are activities inspired by Galileo's iconic observations, IYA and NASA resources and activities, activities related to fundamental concepts to assist teachers in meeting their curriculum goals, and the inclusion of resources adaptable for use in the classroom. GTTP actively utilizes a hands-on, inquiry based collaborative activity model of learning, modeling effective techniques for engaging student interest and promoting scientific literacy for both content and process. This article includes lessons learned from the pilot and following workshops and plans to take the concept forward in flexible and adaptive ways.

  11. Academic summary: a mediation experience with the genre in initial teacher training

    Directory of Open Access Journals (Sweden)

    Rubia Mara Bragagnollo


    Full Text Available Current research deals with the constitution of writing in initial teacher training when employing the Academic Summary genre. The mediation process and the tools involved are focused. Analysis is based on the concepts of interaction and writing discussed by Vygotsky (1991, Bakhtin and Volochinov (2006 and Bakhtin (2003 within the socio-interaction and enunciation perspectives of language and the notion of discursive genres. A mediation experience in the writing of academic summaries with teachers in initial training at the university and the highlighting of mediation in this process are provided. The experience occurred with first year students of the Language and Literature undergraduate course at a government-run university in Paraná in 2009. Employing the  qualitative-interpretative approach in the analysis of one summary, the advantages of mediation activities in writing process of the genre are demonstrated.

  12. Sports and pedagogical improvement in the training of future teachers of physical education

    Directory of Open Access Journals (Sweden)

    Slastina H.A.


    Full Text Available Revealed the structure and content of the sport and improve teaching students of physical education in their chosen sport. The place of discipline and the value of "Sports and teacher improvement" in the preparation of future teachers of physical education. It is shown that the purpose of discipline is to familiarize students with the theoretical foundations and experience teaching and training work in their chosen sport, the methodology of this work with children of different ages. The main forms of teaching attributed lectures, seminars, practical, methodical surveillance, individual, self-study and educational practice. It is noted that discipline is allocated 522 hours. Of these 64 hours - at a lecture, 262 - on practical training, 86 hours - for individual classes, 174 hours - to work independently. A 4th year student provides the implementation of the course work.

  13. Smartphone app use among medical providers in ACGME training programs. (United States)

    Franko, Orrin I; Tirrell, Timothy F


    The past decade has witnessed the advent of the smartphone, a device armed with computing power, mobility and downloadable "apps," that has become commonplace within the medical field as both a personal and professional tool. The popularity of medically-related apps suggests that physicians use mobile technology to assist with clinical decision making, yet usage patterns have never been quantified. A digital survey examining smartphone and associated app usage was administered via email to all ACGME training programs. Data regarding respondent specialty, level of training, use of smartphones, use of smartphone apps, desired apps, and commonly used apps were collected and analyzed. Greater than 85% of respondents used a smartphone, of which the iPhone was the most popular (56%). Over half of the respondents reported using apps in their clinical practice; the most commonly used app types were drug guides (79%), medical calculators (18%), coding and billing apps (4%) and pregnancy wheels (4%). The most frequently requested app types were textbook/reference materials (average response: 55%), classification/treatment algorithms (46%) and general medical knowledge (43%). The clinical use of smartphones and apps will likely continue to increase, and we have demonstrated an absence of high-quality and popular apps despite a strong desire among physicians and trainees. This information should be used to guide the development of future healthcare delivery systems; expanded app functionality is almost certain but reliability and ease of use will likely remain major factors in determining the successful integration of apps into clinical practice.

  14. Language Choices by Teachers in EFL Classrooms in Cyprus: Bidialectism Meets Bilingualism with a Call for Teacher Training Programmes in Linguistic Variation (United States)

    Yiakoumetti, Androula; Mina, Marina


    This study focuses on the interface between bidialectism and bilingualism and provides empirical support for the call for language educators to be trained in issues relating to linguistic variation. Drawing on the sociolinguistic setting of Cyprus, the study investigates the linguistic behaviour of bidialectal teachers in the English…

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

    Directory of Open Access Journals (Sweden)

    Ellen Aschermann


    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

  16. Effectiveness of Teacher-Child Interaction Training (TCIT) in a preschool setting. (United States)

    Lyon, Aaron R; Gershenson, Rachel A; Farahmand, Farahnaz K; Thaxter, Peter J; Behling, Steven; Budd, Karen S


    This research addressed the need for trained child care staff to support optimal early social-emotional development in urban, low-income, ethnic minority children. We evaluated effectiveness of Teacher-Child Interaction Training (TCIT), an approach adapted from Eyberg's Parent-Child Interaction Therapy (PCIT). TCIT focuses on increasing preschool teachers' positive attention skills and consistent discipline in order to enhance children's psychosocial functioning and prevent mental health problems. A total of 12 teachers participated in small-group workshop sessions with in vivo coaching on their use of skills in the classroom. A multiple-baseline design across four classrooms (3 teachers each) evaluated effects of training on teacher behaviors during weekly classroom observations. Findings indicated systematic increases in trained skills during intervention, and consumer evaluations showed that the training was rated positively. Our results suggest that TCIT is a promising approach for enhancing positive teacher-child interactions in a preschool setting and should receive further investigation.

  17. Implementing evidence-based substance use prevention curricula with fidelity: the role of teacher training. (United States)

    Hanley, Sean; Ringwalt, Chris; Vincus, Amy A; Ennett, Susan T; Bowling, J Michael; Haws, Susan W; Rohrbach, Louise A


    It is widely recognized that teacher training affects the fidelity with which evidence-based substance use prevention curricula are implemented. We present the results of a 2005 survey of teachers from a nationally representative sample of 1721 public middle schools in the U.S. (78.1% response rate). We measured fidelity along two dimensions (adherence and dose) and also assessed the number of hours, recency, and perceived effectiveness of teachers' training, as well as the degree to which adherence was emphasized during training. Among teachers using evidence-based curricula, 35.3% reported following their curriculum guide very closely. The average proportion of lessons taught was 64.9%, and only 30.2% of teachers taught all the lessons in their curriculum. Analyses revealed that teachers whose training emphasized adherence were 5 times as likely to be more adherent. We present recommendations for training-related factors that may increase fidelity of implementation.

  18. Directions of improving the quality of in-service teacher training in Serbia: The perspectives of different participants

    Directory of Open Access Journals (Sweden)

    Đerić Ivana


    Full Text Available Improving the quality of in-service teacher training is a very topical issue in educational policies of a number of countries. This segment of the system was also subject to considerable changes in Serbia in the past ten years. The changes brought about certain improvements, but also opened up numerous dilemmas and issues. This paper is aimed at acquiring an insight into the opinions of different participants on the ways of improving the quality of in-service teacher training. The sample included three groups of respondents: the employees in education bureaucracy and experts in the field of education (N=34, principals (N=50 and expert associates from primary schools (N=93. We developed a questionnaire for the purposes of this research, using open-ended questions to collect respondents’ suggestions on improving the quality of in-service teacher training. The content analysis method was used to process the collected data. Research results point to three directions of the necessary changes: (1 better governing of the system of in-service teacher training, (2 providing funding and other forms of support, and (3 higher flexibility of in-service teacher training and implementation of the acquired knowledge. The range and quality of respondents’ suggestions demonstrate the need to take into account different perspectives in overcoming the difficulties in the system and practice of in-service teacher training. Consequently, the obtained results should be observed as a contribution to creating a more purposeful and efficient system of in-service teacher training.

  19. Measuring Teacher Classroom Management Skills: A Comparative Analysis of Distance Trained and Conventional Trained Teachers (United States)

    Henaku, Christina Bampo; Pobbi, Michael Asamani


    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…

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

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    Rodrigo Polanco-Bueno


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

  1. The Reforming of Vocational Teacher Training Colleges in Turkey (United States)

    Çavuşoğlu, Abdullah; Günay, Durmuş

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

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

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    Wellington SAMKANGE


    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.

  3. Beyond teacher training: the critical role of professional development in maintaining curriculum fidelity. (United States)

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


    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.

  4. Radiology resident teaching skills improvement: impact of a resident teacher training program. (United States)

    Donovan, Andrea


    Teaching is considered an essential competency for residents to achieve during their training. Instruction in teaching skills may assist radiology residents in becoming more effective teachers and increase their overall satisfaction with teaching. The purposes of this study were to survey radiology residents' teaching experiences during residency and to assess perceived benefits following participation in a teaching skills development course. Study participants were radiology residents with membership in the American Alliance of Academic Chief Residents in Radiology or the Siemens AUR Radiology Resident Academic Development Program who participated in a 1.5-hour workshop on teaching skills development at the 2010 Association of University Radiologists meeting. Participants completed a self-administered, precourse questionnaire that addressed their current teaching strategies, as well as the prevalence and structure of teaching skills training opportunities at their institutions. A second postcourse questionnaire enabled residents to evaluate the seminar and assessed new knowledge and skill acquisition. Seventy-eight residents completed the precourse and postcourse questionnaires. The vast majority of respondents indicated that they taught medical students (72 of 78 [92.3%]). Approximately 20% of residency programs (17 of 78) provided residents with formal didactic programs on teaching skills. Fewer than half (46.8%) of the resident respondents indicated that they received feedback on their teaching from attending physicians (36 of 77), and only 18% (13 of 78) routinely gave feedback to their own learners. All of the course participants agreed or strongly agreed that this workshop was helpful to them as teachers. Few residency programs had instituted resident teacher training curricula. A resident teacher training workshop was perceived as beneficial by the residents, and they reported improvement in their teaching skills. Copyright © 2011 AUR. Published by

  5. Effects of a Short Video-Based Resident-as-Teacher Training Toolkit on Resident Teaching. (United States)

    Ricciotti, Hope A; Freret, Taylor S; Aluko, Ashley; McKeon, Bri Anne; Haviland, Miriam J; Newman, Lori R


    To pilot a short video-based resident-as-teacher training toolkit and assess its effect on resident teaching skills in clinical settings. A video-based resident-as-teacher training toolkit was previously developed by educational experts at Beth Israel Deaconess Medical Center, Harvard Medical School. Residents were recruited from two academic hospitals, watched two videos from the toolkit ("Clinical Teaching Skills" and "Effective Clinical Supervision"), and completed an accompanying self-study guide. A novel assessment instrument for evaluating the effect of the toolkit on teaching was created through a modified Delphi process. Before and after the intervention, residents were observed leading a clinical teaching encounter and scored using the 15-item assessment instrument. The primary outcome of interest was the change in number of skills exhibited, which was assessed using the Wilcoxon signed-rank test. Twenty-eight residents from two academic hospitals were enrolled, and 20 (71%) completed all phases of the study. More than one third of residents who volunteered to participate reported no prior formal teacher training. After completing two training modules, residents demonstrated a significant increase in the median number of teaching skills exhibited in a clinical teaching encounter, from 7.5 (interquartile range 6.5-9.5) to 10.0 (interquartile range 9.0-11.5; Passessed, there were significant improvements in asking for the learner's perspective (P=.01), providing feedback (P=.005), and encouraging questions (P=.046). Using a resident-as-teacher video-based toolkit was associated with improvements in teaching skills in residents from multiple specialties.

  6. Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center. (United States)

    Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S


    This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

  7. A Longitudinal Investigation of the Preservice Science Teachers' Beliefs about Science Teaching during a Science Teacher Training Programme (United States)

    Buldur, Serkan


    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…

  8. What Type of Teachers Do We Intend to Train? An Analysis of Teacher Profiles in MERCOSUR Curricula (United States)

    Alliaud, Andrea; Feeney, Silvina María


    Over the last decades, teachers have often been identified as 'key' players for the improvement of education systems. The successive waves of reform taking place in Latin America since the 1990s have aimed at initial and continuous teacher training. The main changes intended to improve the quality and lengthen the duration of initial teacher…

  9. Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs (United States)

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


    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…

  10. Identifying Strengths of Effective Teachers and Training Them to Share These Strengths with Other Teachers. Final Report. (United States)

    Bellflower Unified School District, CA.

    A one-year staff development project was conducted to develop in teachers a knowledge and an acceptance of themselves as "persons who guide the learning of children as persons," and to train 20 exceptional teachers for leadership roles in the district. The summer workshop began with a 3-day encounter session which built group rapport and…

  11. Teacher - Parent partnerships: Preservice teacher competences and attitudes during teacher training in the Netherlands

    NARCIS (Netherlands)

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


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

  12. A Structural Equation Modelling Approach for Massive Blended Synchronous Teacher Training (United States)

    Kannan, Kalpana; Narayanan, Krishnan


    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…

  13. Modelling Beginning Teachers' Assessment Literacy: The Contribution of Training, Self-Efficacy, and Conceptions of Assessment (United States)

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


    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…

  14. Mentor Teacher Training: A Hybrid Model to Promote Partnering in Candidate Development (United States)

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


    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…

  15. Modeling School Mathematics Teaching in Initial Teacher Training Colleges for Multilingual Classrooms (United States)

    Chitera, Nancy


    In this article, the author presents a discussion of how mathematics teacher educators model school mathematics teaching in initial teacher training colleges, as they prepare the student teachers to teach mathematics in multilingual classrooms in Malawi. In particular, the article examines the instructional practices that mathematics teacher…

  16. Teacher Training for Mathematical Literacy: A Case Study Taking the Past into the Future (United States)

    Bansilal, Sarah; Webb, Lyn; James, Angela


    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…

  17. Classroom Management Intervention: The Effects of Training and Mentoring on the Inductee Teacher's Behavior. (United States)

    Stallion, Brenda K.; Zimpher, Nancy L.


    Study assessed a classroom management program embedded in a mentor and beginning teacher induction program. Researchers assigned mentor/beginning teacher pairs to treatment conditions. Some pairs completed a midyear classroom management intervention workshop. Trained teachers received higher ratings than untrained ones. The presence of mentors did…

  18. Teaching High School Students How to Write: The Importance of Direct Explicit Instruction and Teacher Training (United States)

    Soiferman, L. Karen


    Learning how to teach writing is a skill just as learning how to write is a skill. Without a dedicated composition course in Education faculties pre-service teachers are not getting the training they require to be effective teachers of writing. In this report, a case is made for why teachers have to be more aware of how students learn to write and…

  19. Contemporary Technologies to Improve the Quality of Education When Training Teachers (United States)

    Sibgatullina, Alfiya


    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.…

  20. Factors Affecting Preservice Teachers' Computer Use for General Purposes: Implications for Computer Training Courses (United States)

    Zogheib, Salah


    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…

  1. Professional Development and IELTS Training Course: A Case of EFL Teachers in Iran (United States)

    Ashraf, Hamid; Kafi, Zeinab


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

  2. Inservice Training of Primary Teachers through Interactive Video Technology: An Indian Experience. (United States)

    Raina, V. K.; Maheshwari, A. N.


    Discusses India's Special Orientation Programme for Primary School Teachers (SOPT), a new technology used to train large numbers of teachers so that the losses in transmission inherent in the "cascade model" are avoided. Responses from teachers and trainers show there is considerable potential for the exploitation of this technology.…

  3. An Examination of Technology Training Experiences from Teacher Candidacy to In-Service Professional Development (United States)

    Williams, Mable Evans


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

  4. An Evaluation of Teachers Trained through Different Routes to Certification. Final Report. NCEE 2009-4043 (United States)

    Constantine, Jill; Player, Daniel; Silva, Tim; Hallgren, Kristin; Grider, Mary; Deke, John


    This study addresses two questions related to teacher preparation and certification: (1) What are the relative effects on student achievement of teachers who chose to be trained through different routes to certification and how do observed teacher practices vary by chosen route to certification?; and (2) What aspects of certification programs…

  5. Furnished Imagination: The Impact of Preservice Teacher Training on Early Career Work in TESOL (United States)

    Kiely, Richard; Askham, Jim


    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…

  6. Study on Innovation of Teacher Training Model in Basic Education from the Perspective of "Blended Learning" (United States)

    Bu, Huabai; Bu, Shizhen


    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…

  7. Comparative Study of Teacher Training for Music Education in Japan and China


    董, 芳勝; Fangsheng, DONG


    The purpose of this study is to compare music teacher training organizations of China and Japan by looking at the curriculum structure and mentality. The music teacher training curriculum in China is a system of music specialty where music and other artis

  8. Embers to Bonfires: An Analysis of Early Childhood Teacher Training in Zambia (United States)

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


    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…

  9. Attitudes of Tutors towards HIV/AIDS in Teachers Training Colleges ...

    African Journals Online (AJOL)

    We recommend that the Ministry of Education and Vocational Training (MOEVT) should formulate new strategies, possibly religion-based, to improve socio-norms and promote positive attitudes and awareness of HIV/AIDS challenges for students and tutors/teachers. Key words: Attitudes, Tutors, HIV/AIDS, Teachers Training ...

  10. Environmental Education in Pre-Service Teacher Training: A Literature Review of Existing Evidence (United States)

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


    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…

  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


    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. Knowledge and attitudes of school teachers, preschool teachers and students in teacher training about epilepsy and emergency management of seizures. (United States)

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


    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

  13. Ground of specialized physical training of teacher of middle school

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    Kolumbet A.N.


    Full Text Available Purpose of work - to expose important physical qualities of teacher, personal properties and psychophysiological qualities professionally. Also to expose requirement to motive preparedness of teachers. 674 teachers of middle schools of city of Kiev and Kiev area took part in an experiment. It is set that professional activity requires a display typical professionally the important personal qualities: communicability, of principle, tolerance, kindness, sympathy, empathy, eloquence. It is exposed that to professionally important physical qualities of teacher it is possible to take general and local (hands, feet, back, neck static endurance, force of basic muscular groups and power endurance of hands, exactness and speed of motive reaction. It is well-proven that it is necessary to take to the most essential psychophysiological qualities: perception, memory, imagination, restraint, ability quickly to make a decision, ability to work in a nervous situation, ability expressly to execute the tasks in the conditions of emotional tension, good reaction. It is marked that an important role in mastering of profession and achievement of tops of professionalism is played by the use of values of physical education in providing of the proper health, physical and spiritual development, motive preparedness level.

  14. In-vivo job development training among peer providers of homeless veterans supported employment programs. (United States)

    Gao, Ni; Dolce, Joni; Rio, John; Heitzmann, Carma; Loving, Samantha


    This column describes a goal-oriented, time-limited in vivo coaching/training approach for skills building among peer veterans vocational rehabilitation specialists of the Homeless Veteran Supported Employment Program (HVSEP). Planning, implementing, and evaluating the training approach for peer providers was intended, ultimately, to support veterans in their goal of returning to community competitive employment. The description draws from the training experience that aimed to improve the ability of peer providers to increase both rates of employment and wages of the homeless veterans using their services. Training peers using an in vivo training approach provided a unique opportunity for the veterans to improve their job development skills with a focus to support employment outcomes for the service users. Peers who received training also expressed that learning skills through an in vivo training approach was more engaging than typical classroom trainings. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  15. Teacher Training and Innovation in the United States


    Melnick, Steven A.


    teaching that moved away from the practices of rote memorization and more toward techniques to foster critical thinking among students. The curriculum was intended to standardize the principles of teaching and pass them on to prospective teachers through direct instruction and hands-on practice. Normal schools, typically a two-year program for high school graduates, emphasized learning about the world around them rather than solely the classical education provided by most four-year coll...

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


    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.

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

    Directory of Open Access Journals (Sweden)

    Pontes Pedrajas, Alfonso


    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.

  18. Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students with Profound Multiple Disabilities (United States)

    Horrocks, Erin L.; Morgan, Robert L.


    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…

  19. Professional Speech Culture in Teaching Activities of the Physical Training Teacher

    Directory of Open Access Journals (Sweden)

    Oleksii Tymoshenko


    Full Text Available The article analyzes literary sources on the issue of professional speech culture of the of physical training teacher. It is shown that the formation of professional speech culture of future teachers of physical training implies purposeful training using pedagogical methodologies. It is proved that the application of the course promotes high-level professional speech culture in the process of mastering pedagogical techniques. It is confirmed that introduction in the educational process of the developed program of formation of professional speech culture stimulated the process of self-determination of future teachers of physical training at a pedagogical activity.

  20. What works for you? Using teacher feedback to inform adaptations of pivotal response training for classroom use. (United States)

    Stahmer, Aubyn C; Suhrheinrich, Jessica; Reed, Sarah; Schreibman, Laura


    Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use.

  1. What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use

    Directory of Open Access Journals (Sweden)

    Aubyn C. Stahmer


    Full Text Available Several evidence-based practices (EBPs have been identified as efficacious for the education of students with autism spectrum disorders (ASD. However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT. Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use.

  2. Training Teachers to Enhance the Play Skills of Young Children with Developmental Disabilities during Outdoor Time by Embedding Instructional Interactions (United States)

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


    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…

  3. La Capacitacion de Docentes en el Marco de la Regionalizacion Educativa (In-Service Teacher Training within Educational Regional Planning). (United States)

    Valle, Victor M.

    A paper discusses inservice teacher training in the context of regionalized education, with reference to recent Latin American efforts to regionalize, decentralize, and de-concentrate educational systems in order to provide relavant and adequate regional educational systems and so make equal education possible. Basic concepts in regionalized…

  4. Quality of Malaysian Teachers Based on Education and Training: A Benefit and Earnings Returns Analysis Using Human Capital Theory (United States)

    Ismail, Ramlee; Awang, Marinah


    Purpose: The purpose of this paper is to investigate how the quality of teachers based on education and training provided under new reform policies in Malaysia affects their earnings outcomes. The study conducted a benefit and returns analysis guided by human capital theory. Design/methodology/approach: The study used survey research methods to…

  5. 20 CFR 669.410 - What training services may be provided to eligible MSFW's? (United States)


    ... activities under a contract between the participating employer and the grantee; (2) Training-related... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false What training services may be provided to eligible MSFW's? 669.410 Section 669.410 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION...

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

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    Mohd Anis Bin Abdul Razak


    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

  7. A Review on Multicultural Education Programmes in Initial Teacher Training in England


    Morito, Yoko


    This paper reviews the literature on programmes of multicultural education in initial teacher training (ITT) in England. England, which has a long history as a multiethnic and multicultural society, offers significant opportunities for consideration for multicultural educational design. The issue of educating teachers for diverse schools and classrooms needs to be addressed urgently (OECD, 2010). Hence, it is significant to grasp how teacher education offers trainees and teachers the knowledg...

  8. Peculiarities in Construction of Future Teachers' Professional Training Content in the System of Multilevel Pedagogical Education in Canada (United States)

    Pavlyuk, Victoria; Ivanchyuk, Halyna


    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…

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

    Directory of Open Access Journals (Sweden)

    Edwin Chaves Esquivel


    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.

  10. Resilience and motivation: a training course for primary teachers

    Directory of Open Access Journals (Sweden)

    Sabrina Schiavone


    Full Text Available The research starts from a reflection on educational resilience as a prerequisite for the development of inclusive competences for teachers. 42 teachers and 226 students were involved from three primary schools in the province of Trapani and Palermo, situated in contexts at risk of cultural degradation, early school dropout and high multiculturalism. Research enabled teachers to know and deal with the sense of resilience, not yet widely known, in view of the educational/developmental context, providing them with tools and materials to be used in the classroom, in order to carry out activities, promote resilience and support processes of inclusion by providing causes for reflection on their professional motivation.Resilienza e motivazione: un percorso per la formazione dei docenti di scuola primariaLa ricerca nasce dalla riflessione sull’aspetto educativo della resilienza come presupposto per lo sviluppo di competenze inclusive per i docenti. Sono stati coinvolti 42 docenti e 226 studenti di tre scuole primarie della provincia di Trapani e Palermo, situate in contesti a rischio di degrado culturale, dispersione scolastica ed alta multiculturalità. Il percorso di ricerca ha permesso agli insegnanti di conoscere e di affrontare il costrutto di resilienza, non ancora ampiamente conosciuto, in un’ottica di tipo educativo/evolutivo fornendo loro strumenti e materiali da applicare in classe per la realizzazione di attività per promuovere la resilienza e favorire processi di inclusione ed offrendo spunti di riflessione sulla loro motivazione alla professione.

  11. Training teachers to observation: an approach through multiple intelligences theory

    Directory of Open Access Journals (Sweden)

    Nicolini, P.


    Full Text Available Observation is a daily practice in scholastic and educational contexts, but it needs to develop into a professional competence in order to be helpful. In fact, to design an educative and didactic plan and to provide useful tools, activities and tasks to their students, teachers and educators need to collect information about learners. For these reasons we’ll built a Web-Observation (Web-Ob application, a tool able to support good practices in observation. In particular, the Web-Ob can provide Multiple Intelligences Theory as a framework through which children’s behaviors and attitudes can be observed, assessed and evaluated.

  12. Comparison of Four Teacher Training Procedures in Achieving Teacher and Pupil "Translation" Behaviors in Secondary School Social Studies. (United States)

    Millett, Gregg B.

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

  13. Teacher Reactions to a Child Sexual Abuse Training Program. (United States)

    Allsopp, Anne; Prosen, Sue


    Describes educational outreach program on child sexual abuse for counselors who provide in-service training for other school personnel. Discusses program areas of information concerning offenders, victims, and nonoffending family members; current state laws and proposed legislation; school system procedures and requirements for reporting suspected…

  14. Getting out the Most of the Combination of Working and Learning: The Case of Teachers-in-Training in Flanders (United States)

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


    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…

  15. Nurse teacher candidates learned to use social media during the international teacher training course. (United States)

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


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

  16. "Careful, Now You Are Both the Learner and the Teacher!": Student Teachers' Evaluation of Inquiry-Based Peer Lecturing as a Tool in Teacher Training (United States)

    Seroussi, Dominique-Esther; Yaffe, Yossi; Sharon, Rakefet


    Linking between pedagogical content knowledge and high-level subject-matter knowledge in science teacher training remains a challenge. This paper analyses the reaction of beginning student teachers to an activity designed for this purpose, "peer lecturing." This activity was a part of the requirements of an introductory zoology course,…

  17. A General Investigation of the In-Service Training of English Language Teachers at Elementary Schools in Turkey (United States)

    Koç, Ebru Melek


    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…


    Directory of Open Access Journals (Sweden)

    Victor Labunets


    Full Text Available The article reveals the specific instrumental performing arts trainingof pedagogical universities students to implement innovativeactivities. It is outlined that modernization of Ukrainian higher education on the innovative basis is a prerequisite for its integration into the European educational space and that is the methodological basis for the development of modern educational strategies and tactics of the educational sphere. The main tasks of modern educational innovative processes:the transition to a dynamic step training system of artistic profile, which will allow opportunities to meet individual in obtaining certain educational and qualification levels for the desired direction in accordance with its capabilities and ensure mobility in the labor market are determined. Innovative pedagogical education as a subsystem within education, generating its core objective which preceded its establishment and which state determines the overall quality are considered. It is found out that the willingness of future teachers for innovativeactivities is provided by the complete connections of its professional development with general cultural one and it manifests in becoming him as a professional. It is emphasized that innovative pedagogical education is realized as the professional and personal development of teachers in mastering system of general cultural procedures and ways of its practical application. It is outlined the nature and methodological orientation of training future music teachers for productive activity in comprehensive schools based on the principles of integration into the European educational space and that is the methodological basis for the development of modern educational strategies and tactics of education in Ukraine.

  19. An Investigation of the Teaching Approach Used by Tutors to Prepare Science and Mathematics Teachers during Training at Morogoro Teachers' College (United States)

    Mungure, Daudi Mika


    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…

  20. Utilisation of 2nd generation web technologies in master level vocational teacher training

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    Péter Tóth


    Full Text Available The Masters level Opportunities and Technological Innovation in Vocational Teacher Education project (project site: aims to develop the use and management of virtual learning environments in the area of vocational teacher training, drawing on a well established international partnership of institutions providing both technical and educational expertise. This paper gives an overall picture of the first results and products of the collaboration. We touch upon the goals, the assessments and the learning process of using “Multimedia and e-Learning: e-learning methods and tools” module in details. The main cooperative and collaborative devices are presented in virtual learning environment. The communication during collaborative learning, the structured debate on forum and the benefits of collaborative learning in VLE are interpreted at the end of this paper.

  1. CosmoQuest: Training Students, Teachers and the Public to do NASA Science (United States)

    Buxner, S.; Bracey, G.; Noel-Storr, J.; Murph, S.; Francis, M. R.; Strishock, L.; Cobb, W. H.; Lebofsky, L. A.; Jones, A. P.; Finkelstein, K.; Gay, P.


    Engaging individuals in science who have not been formally trained as research scientists can both capture a wider audiences in the process of science as well as crowdsource data analysis that gets more science done. CosmoQuest is a virtual research facility that leverages these benefits through citizen science projects that has community members to analyze NASA data that contributes to publishable science results. This is accomplished through an inviting experience that recruits members of the public (including students), meets their needs and motivations, and provides them the education they want so they can to be contributing members of the community. Each research project in CosmoQuest presents new training opportunities that are designed to meet the personal needs of the engaged individuals, while also leading to the production of high-quality data that meets the needs of the research teams. These educational opportunities extend into classrooms, where both teachers and students engage in analysis. Training for teachers is done through in-person and online professional development, and through conference workshops for both scientists and educators. Curricular products are available to support students' understanding of citizen science and how to engage in CosmoQuest projects. Professional development for all audiences is done through online tutorials and courses, with social media support. Our goal is to instill expertise in individuals not formally trained as research scientists. This allows them to work with and provide genuine scientific support to practicing experts in a community that benefits all stakeholders. Training focuses on increasing and supporting individuals' core content knowledge as well as building the specific skills necessary to engage in each project. These skills and knowledge are aligned with the 3-dimensional learning of the Next Generation Science Standards, and support lifelong learning opportunities for those in and out of school.

  2. Respect for the complexity of human learning: a proposal for a new model of teacher training

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    Lori R. Muskat


    Full Text Available "Inclusion" is hard to implement worldwide. In the U.S.A. and Canada, one obstacle is the division between "general" and "special" education. To facilitate inclusion of exceptional students, a new model of teacher training is needed. This piece introduces the System for Understanding Individual Learning Performance (S.U.I.L.P.. Derived from neuropsychology, cross-cultural psychology, education, and sociology, the S.U.I.L.P. provides a holistic framework and common vocabulary for understanding learning performance in all learners--across development and different contexts. It also establishes avenues for collaboration and eventual merging of general and special education.

  3. Private Training Providers in Australia: Their Characteristics and Training Activities. A National Vocational Education and Training Research and Evaluation Program Report (United States)

    Harris, Roger; Simons, Michele; McCarthy, Carmel


    This study examines the nature of the training activity of private registered training organisations (RTOs) offered to Australian students in 2003, based on data from a national sample of 330 RTOs. The study also provides estimates of the private sector's overall contribution to the total vocational education and training (VET) effort in Australia…

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

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    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.

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

  6. The Impact of Firm-Provided Training on Production: Testing for Firm-Size Effects

    NARCIS (Netherlands)

    J.M.P. de Kok (Jan)


    textabstractThe returns to firm-provided training depend on many different factors. Firm size is an important indicator of various of these factors, but recent research tends to neglect it. In this study the returns to firm-provided training are estimated, taking account of three possible firm-size

  7. Training and Certification for Domestic Violence Service Providers: The Need for a National Standard Curriculum and Training Approach


    Stover, Carla Smith; Lent, Kimberly


    Domestic violence (DV) continues to constitute an enormous public health problem in the United States. Knowledge and understanding of the complexities involved in DV has grown significantly in recent years revealing a need for providers who have broad training in a variety of legal, safety, developmental, and clinical issues that face families impacted by DV. This paper reviews current approaches to training and the ability of such methods to adequately prepare providers. There are no nationa...

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

    Directory of Open Access Journals (Sweden)

    Enisa Mede


    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

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

    Directory of Open Access Journals (Sweden)

    Roger Martínez-Isaac


    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.

  10. Development od creative and educational thinking in arts training teachers: QR Codes


    Moreno-Vera, Juan Ramón; Vera-Muñoz, M. Isabel; López-Vera, M. Isabel


    A training model on education in Arts based on the design of QR codes as learning objects has been integrated in the formation of training teachers with the objective that they can apply this technology in their future jobs at school. The study was done on a sample of 99 training teachers of the Primary School Teacher of the Faculty of Education of the Alicante University. The sample was divided into 30 groups, which designed QR codes on a selection of works of art belonging to all of th...

  11. Development of Creative and Educational Thinking in Arts Training Teachers: QR Codes


    Moreno Vera, Juan Ramón; López Vera, María Isabel; Vera-Muñoz, Maria Isabel


    A training model on education in Arts based on the design of QR codes as learning objects has been integrated in the formation of training teachers with the objective that they can apply this technology in their future jobs at school. The study was done on a sample of 99 training teachers of the Primary School Teacher of the Faculty of Education of the Alicante University. The sample was divided into 30 groups, which designed QR codes on a selection of works of art belonging to all of the his...

  12. School-based In-service Teacher training

    DEFF Research Database (Denmark)

    Knudsen, Hans Jørgen; Hadzibegovic-Bubanja, Elvira; Nielsen, Søren P.

    and learning methodologies and to produce guidelines for organisation of such competence development of teachers. The ambition is to inspire and enable policymakers and practitioners to organise a school-based approach to continuing professional development of teachers in VET schools (and teachers in other...... upper–secondary education). The philosophy of the Handbook is that teacher competence development becomes both more efficient and much cheaper if closely related to the actual job requirements of teachers, organised at school level and for teams of teachers with strong support from school leadership...... and to produce guidelines for organisation of such competence development of teachers. The ambition is to inspire and enable policymakers and practitioners to organise a school-based approach to continuing professional development of teachers in VET schools (and teachers in other upper–secondary education...

  13. Creative poetry workshop as a means to develop creativity and provide psychological security of a teacher

    Directory of Open Access Journals (Sweden)

    N.T. Oganesyan


    Full Text Available A creative approach to the implementation of the Federal state standard of general education implies a supportive psychologically safe learning environment, professional readiness of educators to teaching, expressed in creativity, emotional stability, as well as reflection. The teachers’ creativity and psychological stability level can be improved by the use of certain forms of work: training and creative poetry workshops. The results of the author's research suggest that participation in the poetry workshops stimulates reflection, increases stress resistance and creativity of teachers. Our approach allows us to consider the problem of stimulating the development of teachers’ personality as members of creative poetic process in theoretical and practice oriented perspective.

  14. Emergency preparedness training preferences and perceived barriers to training among various healthcare providers and public health practitioners in Massachusetts. (United States)

    Broach, John; Smith, Mary-Elise


    Emergency preparedness training is vital to a wide range of healthcare and public health disciplines. Although agencies may try to tailor their training efforts based on perceived need, the topics and methods of instruction may be misguided, resulting in wasted effort and poor participation in training events. The objective of this study was to understand in a rigorous way, the training preferences and barriers to training among practitioners in Massachusetts. In August 2013, the Massachusetts Department of Public Health distributed an online survey to health professionals in Massachusetts regarding their emergency preparedness training topic preferences and any perceived barriers and challenges associated with obtaining this training. A total of 796 healthcare and public health professionals responded to the survey and answered some or all of the questions asked. The results of the survey identified important differences in preference for some topics based on a provider's practice location and discipline. However, Community Recovery and Community Preparedness were seen as desirable by all disciplines with more than 80 percent of respondents rating each of these issues as being highly important. Barriers to training were also assessed. Time spent away from work was the most commonly identified barrier (77.41 percent). Travel distance and financial constraints were also rated highly with scores of 65.48 and 63.71 percent, respectively. This study demonstrates important areas of agreement with respect to desired training topics and points out areas where providers in different disciplines and from different geographic areas may have differing educational preferences. Even within the limitation of this investigation, we expect that this study will be a valuable tool for those attempting to effectively target emergency preparedness training and structure course offerings in ways that minimize the impact of barriers to training.

  15. Evidence-based training in the era of evidence-based practice: Challenges and opportunities for training of PTSD providers. (United States)

    Rosen, Raymond C; Ruzek, Josef I; Karlin, Bradley E


    There is a pressing global need for trained and competent mental health clinicians to deliver evidence-based psychological therapies to millions of trauma survivors in need of care. Three model, large-scale training programs were initiated a decade ago, one in the United Kingdom (U.K.), and two in the United States (U.S.), to disseminate high-quality, evidence-based psychological care to traumatized children and adults in need of assistance. Milestone contributions to implementation science have been made by each of these training programs, although limitations and challenges remain to be considered. In contrast, culturally adapted and simplified PTSD interventions and therapy training programs have also been developed and tested during the past decade, three of which show particular promise for broader implementation. These simplified but evidence-based interventions have been developed for use by lay counsellors or health technicians with minimal or no prior mental health training. Finally, a growing range of technology-based and technology-assisted training models for PTSD providers have also been developed and disseminated in the past decade. This trend is expected to accelerate as more providers become accustomed to acquiring clinical training in this modality or format, although significant barriers to technology-based training will need to be overcome. Copyright © 2016. Published by Elsevier Ltd.

  16. Design training activity for teachers and students on environmental science topic in the frame of ENVRIPLUS project (United States)

    D'Addezio, G.; Beranzoli, L.; Antonella, M.


    We elaborated actions to improve the content of the ENVRIPLUS e-Training Platform for multimedia education of secondary school level teachers and students. The purpose is to favor teacher training and consequently students training on selected scientific themes faced within the ENVRIPLUS Research Infrastructures. In particular we address major thematic research areas and challenges on Biodiversity and Ecosystem Services, Greenhouse effect and Earth Warming, Ocean acidifications and Environmental sustainability. First we identified "Best practices" that could positively impacts on students by providing motivation on promoting scientific research and increase the awareness of the Earth System complexity and Environmental challenges for its preservation and sustainability,). Best practice teaching strategies represent an inherent part of a curriculum that exemplifies the connection and relevance identified in education research. To realize the training platform we start detailed study and analysis of teaching and multimedia information materials already available. We plan the realization of a digital repository for access to teachers and students with opportunities to develop original content, with standardization of the design methods of the scientific and technical content, classification / cataloging of information in digital form and definition of a logical model for the provision of thematic content in a single digital environment. To better design the actions and to catch teacher needs, we prepare a questionnaire that will be administered to a large sample of international secondary school level teachers. The first part focused on objective information about the formal, quantitative and qualitative position of science class in schools and the content and methods of teaching in different countries. The second part investigate subjective teacher experiences and their views on what can improve training offer for environmental science lessons and courses.


    Directory of Open Access Journals (Sweden)

    Оlga Gnedkova


    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

  18. Providing a Full Circle of Support to Teachers in an Inclusive Elementary School (United States)

    Waldron, Nancy L.; Redd, Lacy


    Providing a full circle of support to teachers in an inclusive elementary school, the Newberry Elementary School (NES) principal and staff have worked for 5 years to ensure the inclusion of students with disabilities in general education classrooms. The authors would like to share their perceptions of how this full circle (the multiple systems) of…

  19. Providing Peer Coaching in Inclusive Classrooms: A Tool for Consulting Teachers. (United States)

    Hasbrouck, Jan E.; Christen, Margaret H.


    This articles describes the Scale for Coaching Instructional Effectiveness, an instrument to help special education peer coaches observe general education teachers' skills, strategies, and techniques and provide feedback in the areas of planning and organization, instruction, and classroom management. Presents three examples of the instrument…

  20. What Motivates Students to Provide Feedback to Teachers about Teaching and Learning? An Expectancy Theory Perspective (United States)

    Caulfield, Jay


    The purpose of this empirical research study was to investigate what motivates students to provide formative anonymous feedback to teachers regarding their perceptions of the teaching and learning experience in order to improve student learning. Expectancy theory, specifically Vroom's Model, was used as the conceptual framework for the study.…

  1. The Impact of Parents, Child Care Providers, Teachers, and Peers on Early Externalizing Trajectories (United States)

    Silver, Rebecca B.; Measelle, Jeffrey R.; Armstrong, Jeffrey M.; Essex, Marilyn J.


    This study utilized growth mixture modeling to examine the impact of parents, child care providers, teachers, and peers on the prediction of distinct developmental patterns of classroom externalizing behavior in elementary school. Among 241 children, three groups were identified. 84.6% of children exhibited consistently low externalizing behavior.…

  2. Teacher's Attitude into Different Approach to Providing Feedback to Students in Higher Education (United States)

    Chaqmaqchee, Zina Adil


    Feedback within higher education has an effective role in teaching staffs mode. The treatise on teachers' methods of feedback is represented to demonstrate how the novel feedback can help the academic staffs to provide an effective feedback for students in their assignments and written draft. The study investigates the academic staff's methods of…

  3. Competency-based teacher training: A systematic revision of a proven programme in medical didactics

    Directory of Open Access Journals (Sweden)

    Griewatz, Jan


    Full Text Available Objectives: Competency-based medical education (CBME requires factual knowledge to be practically applied together with skills and attitudes. With the National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM representing a strong official demand for competence-orientation, it is generally important to explicitly outline its characteristics and review its realisation in teacher trainings. Further requirements are given by the core competencies for medical teachers (KLM. As an example the MQ programme (“Medizindidaktische Qualifikation” in Baden-Wuerttemberg, a long established and well-accepted training, has been critically revised on this basis, concerning its suitability for the demands of CBME, its needs for adjustment and the efforts to be undertaken for its implementation.Methods: In a systematic quality management process the MQ curriculum and its organisational framing were analysed and further developed in a step-wise comprehensive approach, using the six-step cycle by Kern. The procedures included a thorough needs assessment (e.g. literature research, programme mapping, strategic decisions on structure and content, piloting and evaluation. During the process essential elements of project and change management were considered.Results: The experiences of the MQ example revealed helpful information for key factors to be considered in the pending change process any training provider will be confronted with. Guiding questions were developed related to the process phases. Our analyses showed persistent key points of proven value as stable foundation for change, as well as components needing special consideration to foster competence-oriented aims and transfer into practice: reflection, feedback, application-oriented methods and transparent competence development. These aspects have to be consciously perceived and experienced by participants. Taking this into account, we re-designed the course evidence

  4. Competency-based teacher training: A systematic revision of a proven programme in medical didactics. (United States)

    Griewatz, Jan; Simon, Melanie; Lammerding-Koeppel, Maria


    Objectives: Competency-based medical education (CBME) requires factual knowledge to be practically applied together with skills and attitudes. With the National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) representing a strong official demand for competence-orientation, it is generally important to explicitly outline its characteristics and review its realisation in teacher trainings. Further requirements are given by the core competencies for medical teachers (KLM). As an example the MQ programme ("Medizindidaktische Qualifikation") in Baden-Wuerttemberg, a long established and well-accepted training, has been critically revised on this basis, concerning its suitability for the demands of CBME, its needs for adjustment and the efforts to be undertaken for its implementation. Methods: In a systematic quality management process the MQ curriculum and its organisational framing were analysed and further developed in a step-wise comprehensive approach, using the six-step cycle by Kern. The procedures included a thorough needs assessment (e.g. literature research, programme mapping), strategic decisions on structure and content, piloting and evaluation. During the process essential elements of project and change management were considered. Results: The experiences of the MQ example revealed helpful information for key factors to be considered in the pending change process any training provider will be confronted with. Guiding questions were developed related to the process phases. Our analyses showed persistent key points of proven value as stable foundation for change, as well as components needing special consideration to foster competence-oriented aims and transfer into practice: reflection, feedback, application-oriented methods and transparent competence development. These aspects have to be consciously perceived and experienced by participants. Taking this into account, we re-designed the course evidence-based. Besides

  5. Comparison between exclusively school teacher-based and mixed school teacher and healthcare provider-based programme on basic cardiopulmonary resuscitation for secondary schools. (United States)

    Jiménez-Fábrega, X; Escalada-Roig, X; Miró, O; Sanclemente, G; Díaz, N; Gómez, X; Villena, O; Rodríguez, E; Gaspar, A; Molina, J E; Salvador, J; Sánchez, M


    To compare two teaching methodologies for PROCES (a basic cardiopulmonary resuscitation (b-CPR) programme for secondary school students): one exclusively performed by school teachers (study group) and another by a mixed team of school teachers and healthcare providers (control group). According to their preferences, teachers chose either method and students were consequently assigned to the control or study group. All participants took a 10 multiple-choice question exam regarding b-CPR skills twice: immediately after PROCES and one year later. Eight or more correct answers was considered satisfactory learning. Results between groups were compared. Associations between satisfactory learning and some student characteristics were analysed. Immediately after PROCES, 442 students (219 in the study group and 223 in the control group) took the exam. The percentage of satisfactory learning was not different: 67.1% in the study group and 64.6% in the control group. Immediate satisfactory learning was related to the absence of pending subjects in the control (odds ratio (OR) 2.31, 95% CI 1.16 to 4.64) and study (OR 5.87, 95% CI 1.22 to 28.20) groups. One year later, a greater percentage of retention of b-CRP skills was detected in the study group (57.1% vs 40.6%; p = 0.01). The absence of any pending subject (OR 6.86, 95% CI 1.83 to 25.66) was independently associated with better retention in the study group, but not the control group. Secondary school teachers, previously trained in b-CPR, can teach these skills effectively to 14-16-year-old students using PROCES. The retention of b-CPR skills is greater with this methodology compared with a more standardised programme.

  6. Pyramid training of elementary school teachers to use a classroom management "skill package". (United States)

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


    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.

  7. Pyramid training of elementary school teachers to use a classroom management “skill package”1 (United States)

    Jones, Fredric H.; Fremouw, William; Carples, Steven


    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. ImagesFig. 2Fig. 3Fig. 4Fig. 5 PMID:16795553

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

    Directory of Open Access Journals (Sweden)

    Ray Fenton


    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.

  9. The Implementation of the Activity Approach in the Primary School Teachers Training

    Directory of Open Access Journals (Sweden)

    Sanina S.P


    Full Text Available The article discusses the problem of training students according to the model of practice-oriented teachers’ training in bachelor of «Psycho-pedagogical Education» (Primary school teacher, course «Introduction to the profession» as example. The authors suggest possible ways of designing the course according to the activity approach and set the new goal of the course, which is traditional for many educational programs. Particular attention is paid to the suggestion of the problem, which bachelor students must solve performing educational activities. The authors have identified specific practical problems, allowing students to outline a course plan as a «traffic scheme». The authors provided examples of practical tasks for students, as well as criteria for evaluating of self-developed testing tasks for the students. The article analyzes the first testing results and presented fragments of essays that students wrote at the end of the course.

  10. The impact of parents, child care providers, teachers, and peers on early externalizing trajectories. (United States)

    Silver, Rebecca B; Measelle, Jeffrey R; Armstrong, Jeffrey M; Essex, Marilyn J


    This study utilized growth mixture modeling to examine the impact of parents, child care providers, teachers, and peers on the prediction of distinct developmental patterns of classroom externalizing behavior in elementary school. Among 241 children, three groups were identified. 84.6% of children exhibited consistently low externalizing behavior. The externalizing behavior of the Chronic High group (5.8%) remained elevated throughout elementary school; it increased over time in the Low Increasing group (9.5%). Negative relationships with teachers and peers in the kindergarten classroom increased the odds of having chronically high externalizing behavior. Teacher-child conflict increased the likelihood of a developmental pattern of escalating externalizing behavior. Boys were overrepresented in the behaviorally risky groups, and no sex differences in trajectory types were found. Copyright © 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  11. Evaluation of Basic Life Support Training Program Provided for Nurses in A University Hospital

    Directory of Open Access Journals (Sweden)

    Banu Terzi


    Full Text Available Aims: This study was conducted to assess the efficiency of the basic life support (BLS training program provided for nurses in a university hospital. To evaluate the efficiency of the BLS training program provided for nurses in a university hospital. Methods: In this a quasi-experimental study, a total of 404 nurses who received BLS training were enrolled. The study was performed in two stages. In stage one, the participant nurses were given a pre-test that consisted of 25 questions, four points each, before the training on the first day of the 2-day BLS training. The post-test was conducted in addition to practical exams on manikins to determine nurses’ practice skills on BLS. Results: There was a statistically significant difference between the nurses with previous BLS training and the difference between their pre- and post-test results (p<0.05, and high statistically significant difference was found between the nurses with previous advanced life support (ALS training and the difference between their pre- and post-test results (p<0.001. Conclusion: Nurses should receive BLS training in hospitals and the training should be repeated on a regular basis. The BLS training that the nurses received in this study was effective and increased their knowledge level on BLS

  12. Training and Certification for Domestic Violence Service Providers: The Need for a National Standard Curriculum and Training Approach. (United States)

    Stover, Carla Smith; Lent, Kimberly


    Domestic violence (DV) continues to constitute an enormous public health problem in the United States. Knowledge and understanding of the complexities involved in DV has grown significantly in recent years revealing a need for providers who have broad training in a variety of legal, safety, developmental, and clinical issues that face families impacted by DV. This paper reviews current approaches to training and the ability of such methods to adequately prepare providers. There are no national standards for providers at any level from DV advocates to batterer interventionists, to clinicians with the required hours of training in most states at an alarmingly low level. Few states require cross training for those working as victim advocates or batterer interventionists. The systems that currently provide segregated and limited training create silos of service that are less effective. A proposed set of standards and training guidelines are proposed for DV advocates, batterer interventionists, and clinicians along with a discussion of the implications of such standards for the field.


    Directory of Open Access Journals (Sweden)

    Nevin Güner


    Full Text Available In this study, the effect of Preventive Classroom Management Training Program (PCMTP on approval and disapproval behaviors of teachers working in inclusive classrooms was investigated. The study group consisted of 45 teachers who were working in public schools and had students with special needs in their classrooms. Data were gathered using Teacher Behaviors Observation Form, which was developed by the researcher, and during one lesson which was videotaped in the classrooms of teachers in the experimental group (n=21 who had a training using PCMTP and the control group (n=24. The analysis of the research data revealed that PCMTP did not make significant differences in the approval/disapproval behaviors of the teachers in terms of the post-test results but the maintenance results showed that disapproval behaviors of the teachers were significantly lower.

  14. Partnership with Montgomery Schools trains teachers in water quality management exercises


    Constantinescu, Ana


    High and middle school teachers from four Montgomery County (Va.) public schools will receive training in water quality management for their classroom instruction using the latest field measurement tools and techniques.

  15. About need and features of training physics teachers of in the field of informatization of education

    Directory of Open Access Journals (Sweden)

    Есен Ыкласович Бидайбеков


    Full Text Available Need of preparation of teachers of physics locates in article to training of school students with use of virtual physical devices, devices with remote access and other means of informatization of education.

  16. Drug Abuse Education and the Multiplier Effect: An Experience in Training 109 Teachers (United States)

    Einstein, Stanley; And Others


    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)

  17. The effects of initial education and training of future foreign language teachers

    National Research Council Canada - National Science Library

    Djordjevic, Ana


    The effects that initial education and training of future foreign language teachers have on their pedagogic convictions and practice have been of prime interest of numerous authors in the last three decades...

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

    Directory of Open Access Journals (Sweden)

    Chernyakov V.V.


    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.

  19. Training Teachers to Use Technology and Inquiry-based Learning Practices in the Geosciences through an Industry-University Partnership (United States)

    McNeal, K.; Buell, R.; Eiland, L.


    Teacher professional development centered about the Geosciences is necessary in order to train K-12 teachers about this science field and to effectively educate K-12 students about Earth processes. The partnership of industries, universities, and K-12 schools is a collaborative pathway to support these efforts by providing teachers access to technology, inquiry-based learning, and authentic field experiences within the Geosciences context. This research presents the results of Project SMARTER (Science and Mathematics Advancement and Reform utilizing Technology and Enhanced Resources), a co-lead industry-university partnership and teacher professional development workshop program that focused on technology and inquiry-based learning in the Geosciences. The workshop included fifteen teachers from five distressed counties in Mississippi as defined by the Appalachian Regional Commission. Three (one science, once math, one technology) 7-12 grade teachers were selected from each school district and worked together during activities as a team to foster a cooperative learning experience. The two week workshop trained teachers on the use of a variety of technologies including: Vernier Probes and software, TI-calculators and presenter, Mimio Boards, GPS receivers, Google Earth, Excel, PowerPoint, projectors, and the use of historic geologic datasets. Furthermore, teachers were trained on proper field collection techniques, the use of Hach Kits and field probes, and the interpretation of geologic data. Each daily program incorporated the use of technology-rich and inquiry-based activities into one of the five Earth spheres: atmosphere, lithosphere, biosphere, hydrosphere, and anthrosphere. Results from the pre-post technology attitude survey showed that participating teachers significantly (p journal entries indicated that participating teachers were enthusiastic about inquiry-, technology-, and field-based learning activities and were willing to incorporate cross

  20. NASE Training Courses in Astronomy for Teachers throughout the World (United States)

    Ros, Rosa M.


    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…