Report on EURL training course 2014

DEFF Research Database (Denmark)

Olesen, Niels Jørgen; Vendramin, Niccolò; Bruun, Morten Sichlau

2014-01-01

The training courses took place in Copenhagen at DTU National Veterinary Institute, Bülowsvej 27, 2700 Frederiksberg C Denmark, from September the 8th to the 17th, 2014. Two courses were prepared, the first one, with 10 trainees, was entitled “Methods for implementation of surveillance procedures...... for listed fish diseases” and took place from 8th to 12th September 2014. The second course was entitled “Real-time PCR for diagnostics and surveillance of Fish Diseases” and took place in Copenhagen 15th to 17th September 2014 with 13 participants. 3 persons participated in both training courses....... The overall purpose of the training course was to provide an opportunity for the NRLs to send employees for training in techniques relevant when working with fish diseases. Staff of the EURL provided this training, together with teachers from the Danish Veterinary and Food Administration and CVI...

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

OpenAIRE

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

2008-01-01

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

The attitudes of university students in a teacher training course on ICT utilization

OpenAIRE

山根, 嵩史; 田中, 光; 有馬, 比呂志; 中條, 和光

2018-01-01

The current study sought to investigate the attitudes of university students undertaking a teacher training course on information and communications technology (ICT) utilization. The relationship between confidence in using ICT equipment in educational situations, the frequency of using ICT equipment, the experience of taking lectures on the use of ICT, and the experience of utilizing ICT in classes were examined. The results indicated that students who routinely used personal computers (PCs)...

Managing Cognitive Dissonance: Experience from an Environmental Education Teachers' Training Course in the Czech Republic

Science.gov (United States)

Cincera, Jan

2013-01-01

This paper presents a qualitative evaluation of seven in-service environmental education teacher training courses conducted in the Czech Republic in 2009-2011. The evaluation applied a grounded theory approach. 14 focus groups, 13 interviews and two post-programme questionnaires were used. The evaluation describes a process of managing cognitive…

Social Relations of Science and Technology: perceptions of teachers of technical training, PARFOR course participants

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Manuella Candéo

2014-12-01

Full Text Available We present in this paper a study on the perceptions of teachers of technical training, course participants (PARFOR National Plan for Training Teachers of Basic Education , offered by the Federal Technological University of Paraná, Campus Ponta Grossa (PG - UTFPR on the social relations of science and technology. The study conducted with 15 teachers from various disciplines. The methodological approach was quantitative research , the instrument of data collection was based questionnaire with open questions . The main results show that the vast majority of teachers had a very narrow view about science and technology , consider that the scientific and technological development always bring benefits to its own population of traditional / classic , positivist view. The need to promote reflection on social issues of science and technology in education technology in order to train professionals aware of their responsibilities as citizens in a highly technological age was observed. It is emphasized that these are recorded in the master's thesis entitled Scientific and Technological Literacy (ACT by Focus Science, Technology and Society (STS from commercial films of the University Program Graduate School of Science and Technology Tecnológica Federal do Paraná ( UTFPR Campus Ponta Grossa, Brazil.

An Economic Course for Elementary School Teachers. Second Revised Edition.

Science.gov (United States)

Lovell, Hugh; Harter, Charlotte

This handbook is intended to help economic educators develop teacher training courses for demonstrating to classroom teachers how to teach economics to children, grades 1-9. Teachers enrolled in the course carry out their own pupil activities which teach economic ideas. These activities include problem solving, case studies, skits, making posters,…

Improving Distance Courses: Understanding Teacher Trainees and their Learning Styles for the design of Teacher Training Courses and Materials at a Distance

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Hisham DZAKIRIA

2004-01-01

Full Text Available Literature on distance education and teacher education seems to show that what we do not know about Distance Teacher Trainees (DTT and their learning process involved exceeds what we know about it. As more DTT enroll in distance education programmes globally, distance education providers and institutions will witness trainees coming with different backgrounds and experiences begin to take advantage of this learning opportunities. One important variable in the effectiveness of distance learning is the preference of the distance learner for a particular learning mode. A key to maintaining distance learners participation in learning lies in understanding the Learning Styles Preferences (LSP and the processes involved.This is also true for teacher training. There is much greater variation in the range of LSP and how to address them when preparing distance training materials and courses. The primary purpose of this paper is to propose ways in which individual learning differences should be accommodated when designing instructional learning materials in print for DTTs. Kolb’s (1984 model on learning cycle and styles are discussed to provide instructional design guidelines which accommodate each stage of the learning cycles and individual differences between DTT in processing and presenting information and knowledge. In addition, issues on teacher education, distance learning, individual differences, and ways in which the ‘differences’ can be accommodated when designing learning materials for DTT are also discussed. This paper resonates the idea and belief that if attempts are made to match learning styles of DTTs and andragogy with content to be learned, distance teacher educators (DTEs and instructors can develop better instructional materials with greater prospects of success. Getting to know and understand the teacher trainees and their learning process involved must first be addressed to facilitate the diverse needs of the Malaysian teacher

Autism Spectrum Disorder Coursework for Teachers and Teacher-Aides: An Investigation of Courses Offered in Queensland, Australia

Science.gov (United States)

Coates, Mitchell; Lamb, Janeen; Bartlett, Brendan; Datta, Poulomee

2017-01-01

The content and structure of pre-service and teacher-aide programs has major implications for training, management, support and deployment of teachers and teacher-aides in mainstream schools working with students who have ASD. Data pertaining to course content and structure were collected from university and teacher-aide training websites, program…

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

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Agnes Orosz

2018-05-01

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

Primary Teachers' Particle Ideas and Explanations of Physical Phenomena: Effect of an In-Service Training Course

Science.gov (United States)

Papageorgiou, George; Stamovlasis, Dimitrios; Johnson, Phil Michael

2010-01-01

This paper presents a study concerning Greek primary school teachers' (n = 162) ideas about the particulate nature of matter and their explanations of physical phenomena. The study took place during an in-service training course where the effectiveness of a specially designed intervention was tested. A key feature was an approach based on the…

Systems Approach to Japanese Language Teacher Training Curriculum

OpenAIRE

Nuibe, Yoshinori

1988-01-01

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

NASE Training Courses in Astronomy for Teachers throughout the World

Science.gov (United States)

Ros, Rosa M.

2012-01-01

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

Enhancing University Teachers' Information and Communication Technology Usage by Using a Virtual Learning Environment Training Course

Science.gov (United States)

Ageel, Mohammed; Woollard, John

2012-01-01

The research project is a case study focussing on the use of a virtual learning environment (VLE) implemented to increase the use of information and communication technology (ICT) by university teachers in Jazan University, Saudi Arabia. The study aims to investigate the effect of the VLE as the vehicle for a training course in ICT designed to…

Physics teachers' nuclear in-service training in Hungary

International Nuclear Information System (INIS)

Ujvari, Sandor

2005-01-01

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

New approaches to teaching of the course of linear algebra in teacher training university in the conditions of information of education

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Евгений Сергеевич Сарыков

2011-09-01

Full Text Available In article possibilities of perfection of the maintenance of subject preparation of the mathematics teacher in teacher training university in the conditions of information of education are considered, receptions of enrichment of an information component of mathematical problems on an example of a course of linear algebra are shown.

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

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Cyntia Graziella Guizelim Simões Girotto

2013-01-01

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

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

Science.gov (United States)

Velthuis, Chantal; Fisser, Petra; Pieters, Jules

2014-01-01

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

Changes in Teachers' Adaptive Expertise in an Engineering Professional Development Course

Science.gov (United States)

Martin, Taylor; Peacock, Stephanie Baker; Ko, Pat; Rudolph, Jennifer J.

2015-01-01

Although the consensus seems to be that high-school-level introductory engineering courses should focus on design, this creates a problem for teacher training. Traditionally, math and science teachers are trained to teach and assess factual knowledge and closed-ended problem-solving techniques specific to a particular discipline, which is unsuited…

Student teacher training: participant motivation.

Science.gov (United States)

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

2016-08-01

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

Unveiling the Teachers' Profiles through an INSET (In Service Training) Course of Greek Primary School Teachers in the Pedagogy of ICT (Information and Communications Technology) In-Classroom Instruction

Science.gov (United States)

Amanatidis, Nikolaos

2015-01-01

To meet the increasing demand for change in the infusion of ICT pedagogy in education a nationwide project was launched in Greece on May 2008. An INSET course for primary school teachers in the pedagogy of ICT in classroom instruction. The writer, aimed to study the teachers' views about certain aspects of the training experience in terms of the…

INTERCULTURAL COMMUNICATION IN THE COURSE OF ENGLISH TEACHERS TRAINING

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Meshcheryakova, E.V.

2016-06-01

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

Teacher Training in Family Involvement: An Interpersonal Approach.

Science.gov (United States)

Coleman, Mick; Wallinga, Charlotte

2000-01-01

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

Discipline-Specific Compared to Generic Training of Teachers in Higher Education.

Science.gov (United States)

Silva-Fletcher, Ayona; May, Stephen A

A recurrent theme arising in the higher education sector is the suitability and effectiveness of generic versus discipline-specific training of university teachers, who are often recruited based on their disciplinary specialties to become teachers in higher education. We compared two groups of participants who had undergone training using a generic post-graduate certificate in higher education (PGCertGeneric) versus a discipline-specific course in veterinary education (PGCertVetEd). The study was conducted using a survey that allowed comparison of participants who completed PGCertGeneric (n=21) with PGCertVetEd (n=22). Results indicated that participants from both PGCertGeneric and PGCertVetEd considered teaching to be satisfying and important to their careers, valued the teaching observation component of the course, and identified similar training needs. However, the participants of the PGCertVetEd felt that the course made them better teachers, valued the relevance of the components taught, understood course design better, were encouraged to do further courses/reading in teaching and learning, changed their teaching as a result of the course, and were less stressed about teaching as compared to the PGCertGeneric participants (p<.05). It is likely that the PGCertVetEd, which was designed and developed by veterinarians with a wider understanding of the veterinary sector, helped the participants perceive the training course as suited to their needs.

Training of Adult Education Teachers

DEFF Research Database (Denmark)

Wahlgren, Bjarne

2012-01-01

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

Training of adult education teachers

DEFF Research Database (Denmark)

Wahlgren, Bjarne

2011-01-01

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

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

NARCIS (Netherlands)

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

2014-01-01

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

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

Science.gov (United States)

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

2015-01-01

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

Preservice Teachers' Computer Use in Single Computer Training Courses; Relationships and Predictions

Science.gov (United States)

Zogheib, Salah

2015-01-01

Single computer courses offered at colleges of education are expected to provide preservice teachers with the skills and expertise needed to adopt computer technology in their future classrooms. However, preservice teachers still find difficulty adopting such technology. This research paper investigated relationships among preservice teachers'…

Distance Learning for Teacher Training in Brazil

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Alvana Maria Bof

2004-04-01

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

Professional Training of Future Teacher in Cross-Cultural Dialogue

Science.gov (United States)

Semenog, Olena

2014-01-01

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

Innovative Training of In-Service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research

Science.gov (United States)

Zavala, Genaro; Alarcon, Hugo; Benegas, Julio

2007-01-01

In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy "Tutorials in Introductory Physics," developed by…

[Teacher Training.

Science.gov (United States)

Palmatier, Robert A., Ed.

1977-01-01

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

NEW APPROACHES TO TEACHER PHILOLOGIST TRAINING

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Margarita Igorevna Postnikova

2015-03-01

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

The course “Virtual Learning Environment” and the teacher training: differentiated didactic strategies for a distance training

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Oscar Massaru Fujita

2016-06-01

Full Text Available This article aims to describe the methodological process and the teaching strategies adopted in the course of Virtual Learning Environment (VLE offered by the State University of Londrina (UEL-PR. This course was offered through Distance Education (DE between August and December of 2014, with a workload of 60 hours, and was developed for graduation and postgraduation students, staff and teachers from differente areas of knowledge from this institution. The course aimed to promote reflections on the insertion of DTIC (Digital Technologies of Information and Communication in the school enviroment, provide theoritical support on DE and create teaching strategies for its development. The VLE course stands out for being the first course of University Extension offered by UEL destined specifically for DE and Teacher Education. The study had a qualitative approach of research-action type. The data was collected by observations, perceptions and especially by the testimonies of the participants. The methodology adopted in the course was the Active Learning Methodology and the teaching strategies based on the PBL (Problem Based Learning. The results, with regard to learning, development and exploitation of students, were considered satisfactory.

Selecting, training and assessing new general practice community teachers in UK medical schools.

Science.gov (United States)

Hydes, Ciaran; Ajjawi, Rola

2015-09-01

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

Teacher training in the formation of the higher education system in the state of Bahia, Brazil

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Daisi Teresinha Chapani

2012-05-01

Full Text Available The higher education system in the state of Bahia, Brazil, comprises four universities offering, altogether, several undergraduation and graduation courses, in a number of areas. The system configuration is around 20 years old, but the colleges which gave rise to it were structured back in the late sixties. The aim of this study is to highlight the teacher training role in the system formation. Also, it is presented a discussion on the possibilities and limitations originated from the teacher training colleges in the higher education democratization process. The conclusion is that, although the teacher training courses have been the driving force of the higher education system in Bahia for more than 40 years, the number of vacancies offered by the course is not sufficient to equate the historical problem regarding the lack of titled teachers in the state.

Community of Inquiry Development in a Blended Learning Course for In-Service Teachers

Science.gov (United States)

Theodosiadou, Dimitra; Konstantinidis, Angelos; Pappos, Christos; Papadopoulos, Nikos

2017-01-01

The paper presents the course design and evaluation methods of an online community of inquiry that is developed in a blended learning training course for in-service teachers working in public K-6 schools in Greece. The course content is about digital storytelling, its educational value, and the use of supportive web 2.0 tools for developing…

Multimedia Course on Nuclear Reactors Physics, Application to a Tailored On the Job Training Course

International Nuclear Information System (INIS)

Dies, Javier

2014-01-01

In order to improve education and training quality, a Multimedia on Nuclear Reactor Physics has been developed. In some institutions, this course is called Fundamentals of Nuclear Reactor Operation. Nowadays, this multimedia has about 800 slides and the text is in Spanish, English, French and Russian. Until now about 126 institutions from 53 countries have applied for the multimedia. The teacher uses the multimedia during his lectures. Students use it at home to study this course

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

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Miguel Ángel González Ortiz

2016-06-01

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

Designing a Reflective Teacher Education Course and Its Contribution to ELT Teachers' Reflectivity

Science.gov (United States)

Tajik, Leila; Pakzad, Kazem

2016-01-01

Researchers in the present study planned a reflective teacher education course and documented the contribution of such a course to improving teachers' reflectivity. Five English teachers took part in the reflective teacher education course designed by the researchers. To record how the course could help improve reflective teaching, researchers…

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

Science.gov (United States)

Zogheib, Salah

2014-01-01

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

FREE SOFTWARE IN EDUCATION: AN EXPERIENCE IN A TEACHERS’ TRAINING COURSES

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Daniele da Rocha Schneider

2016-12-01

Full Text Available This paper approaches the use of free operational systems and softwares in a teachers’ training course. We problematize the need of developing digital and technological fluency (contemporary skills, fundamental concepts and intelectual capacities of future teachers considering the pedagogical application of the main educational applicatives. A conceptual and theoretical review was perfomed, followed by an analysis of the “Free software in Education” course proposal, which is oferred in undergraduate teaching degrees at the Federal University of Rio Grande do Sul. The result evidences the course as a differentiated training, that allows the development of digital and technological fluency in free technologies, boosting the use of different softwares for the development of inovative pedagogical practices.

Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course

Science.gov (United States)

Agyei, Douglas D.; Voogt, Joke M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics…

Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

NARCIS (Netherlands)

Velthuis, C.H.; Fisser, Petra; Pieters, Julius Marie

2014-01-01

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

Reflections from the Application of Different Type of Activities: Special Training Methods Course

Science.gov (United States)

Karadeniz, Mihriban Hacisalihoglu

2017-01-01

The aim of this study is to reveal the benefits gained from "Special Training Methods II" course and the problems prospective mathematics teachers encountered with it. The case study method was used in the study. The participants in the study were 34 prospective mathematics teachers studying at a Primary School Mathematics Education…

DESIGN COURSE PROGRAM "BLENDED LEARNING"

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Kukharenko V.

2017-12-01

Full Text Available The paper describes the main features of mixed teaching: the tasks of mixed learning, learning models, micro-training, video fragments, the new role of the teacher. To create a distance training course for teachers and university lecturers, an open three-week dialectical distance course was conducted. The peculiarities of the connektivist approach and the high level of the trainees allowed to determine the key components of the course "Mixed training". Tendencies in the development of education in the world, the role of mixed learning, gaming, analyzed SWOT analysis for mixed learning. The problematic issues in the conductivity of remote sensing courses have been clarified. To test the formed hypotheses, a six-week pilot distance course was created, which included the most important sections: the formation of the goal of the class, the model of the inverted class, tools for mixed instruction, the organization of the learning process and the evaluation of learning outcomes. The educational process was conducted for all comers. The course was signed by 218 students, the number of teachers and university teachers was approximately the same. Active listeners were 48, successfully completed the course - 18 listeners. The results of the training and the interviews of the listeners make it possible to create a distance course "Mixed training" for the professional development of teachers and teachers of higher educational institutions.

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

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Monica Fantin

2012-05-01

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

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

Science.gov (United States)

Watson, Keith

1984-01-01

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

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

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José Javier Romero Díaz de la Guardia

2012-12-01

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

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

DEFF Research Database (Denmark)

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

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

Comparing varieties of in-service English Language Training for primary school teachers in Norway

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James Coburn

2014-09-01

Full Text Available International trends show the formal teaching of English beginning at an increasingly early age. This presents challenges for national education systems and in particular, for primary schools and for primary school teachers who are not necessarily trained as English teachers. This paper looks at two different responses to the situation in Norway, through research into two different ways of organising, designing and implementing in-service English Training (INSET for primary school teachers. One is a nationally organised program, the other is a local initiative. The contexts for the two different kinds of courses are outlined and the designs of the courses presented through document analysis interspersed with extracts from interviews with teacher trainers. Strengths and weaknesses of the two different kinds of courses are compared. The study concludes that if English teaching in primary schools in Norway is to improve towards 2030, there is a need for the introduction of new programs and structures for the development of teacher trainers with primary school teaching experience, and for the systematic development of networks of primary school English teachers with the aim of nurturing and sustaining their professional development

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

Science.gov (United States)

Lasky, Beth

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

Preparing Teachers to Train the Next Generation of Scientists with the AMS DataStreme Project

Science.gov (United States)

Abshire, W. E.; Geer, I. W.; Weinbeck, R. S.; Mills, E. W.; Nugnes, K. A.; Stimach, A. E.

2016-12-01

K-12 teacher professional development rich in content and pedagogical methods and materials for implementation of STEM concepts in the classroom will enhance teacher preparation and practice, and ultimately student learning is the purpose of the American Meteorological Society (AMS) DataStreme Project. DataStreme Atmosphere, Ocean, and Earth's Climate System (ECS) are offered each fall and spring semester by Local Implementation Teams across the country in coordination with AMS Education Program scientists and educators. Participants may receive 3 tuition-free graduate credits through State University of New York's The College at Brockport upon completion of each course and construction of a Plan of Action for peer-training. Peer training is a key focus of DataStreme. Based on survey results, a DataStreme participant impacts an average of up to 10 other teachers and over 350 students within two years of training. Therefore, the 220 teachers who completed a DataStreme course in fall 2015 will likely reach over 2000 teachers and close to 77,000 students within two years. Further, DataStreme improves teachers' pedagogical abilities. According to the fall 2015 pre-survey of DataStreme ECS participants, approximately 15% of participants rated their pedagogical abilities in the Superior or Exemplary levels (highest rankings). On the post-survey, 59% of participants fell in these categories, clearly highlighting the positive shift. This survey also revealed teachers' ability to use climate-science content to stimulate student interests. The AMS looks to further this success with redevelopment of a previously offered K-12 teacher professional development course focused on water. From 2001-2008, AMS offered DataStreme Water in the Earth System, training 3145 teachers on the global water cycle. AMS is eager to continue helping teachers and students improve their understanding of water processes and overall environmental science literacy.

Videotutoring, Non-Verbal Communication and Initial Teacher Training.

Science.gov (United States)

Nichol, Jon; Watson, Kate

2000-01-01

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

Nuclear power training courses

International Nuclear Information System (INIS)

1977-01-01

The training of technical manpower for nuclear power projects in developing countries is now a significant part of the IAEA Technical Assistance Programme. Two basic courses are the cornerstones of the Agency's training programme for nuclear power: a course in planning and implementation, and a course in construction and operation management. These two courses are independent of each other. They are designed to train personnel for two distinct phases of project implementation. The nuclear power project training programme has proven to be successful. A considerable number of highly qualified professionals from developing countries have been given the opportunity to learn through direct contact with experts who have had first-hand experience. It is recognized that the courses are not a substitute for on-the-job training, but their purpose is achieved if they have resulted in the transfer of practical, reliable information and have helped developing countries to prepare themselves for the planning, construction and operation management of nuclear power stations

AMS Professional Development Courses: Arming K-12 Teachers with the Tools Needed to Increase Students' Scientific Literacy

Science.gov (United States)

Brey, J. A.; Geer, I. W.; Weinbeck, R. S.; Moran, J. M.; Nugnes, K. A.

2012-12-01

To better prepare tomorrow's leaders, it is of utmost importance that today's teachers are science literate. To meet that need, the American Meteorological Society (AMS) Education Program offers content-rich, professional development courses and training workshops for precollege teachers in the geosciences. During the fall and spring semesters, the AMS in partnership with NOAA, NASA, and SUNY Brockport, offers a suite of pre-college teacher development courses, DataStreme Atmosphere, DataStreme Ocean and DataStreme Earth's Climate System (ECS). These courses are delivered to small groups of K-12 teachers through Local Implementation Teams (LITs) positioned throughout the U.S. The courses use current, real-world environmental data to investigate the atmosphere, ocean, and climate system and consist of weekly online study materials, weekly mentoring, and several face-to-face meetings, all supplemented by a provided textbook and investigations manual. DataStreme ECS takes an innovative approach to studying climate science, by exploring the fundamental science of Earth's climate system and addressing the societal impacts relevant to today's students and teachers. The course investigates natural and human forcings and feedbacks to examine mitigation and adaptation strategies for the future. Information and data from respected organizations, such as the IPCC, the US Global Change Research Program, NASA, and NOAA are used throughout the course, including in the online and printed investigations. In addition, participants differentiate between climate, climate variability, and climate change through the AMS Conceptual Energy Model, a basic climate model that follows the flow of energy from space to Earth and back. Participants also have access to NASA's EdGCM, a research-grade Global Climate Model where they can explore various future climate scenarios in the same way that actual research scientists do. Throughout all of the courses, teachers have the opportunity to expand

The Use of Facebook in Blended Course in Teacher Training College

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Milya Sari

2014-07-01

Full Text Available Future educational challenges are related to technology, especially information and communications technology (ICT. The ICT has a very big influence to the learners. Many students have already used social media ‘facebook’ and ‘twitter’, but not so with their teachers. The rapid globalization and ICT development requires a change in attitude and mindset of teachers and students, including in Teacher Training College (LPTK. A good approach is to integrate technology with education through blended learning models (BLM, that is learning that combines face-to-face learning activities and learning online through social media facebook. One of the advantages of BLM is to improve the interaction between learners, between learners and educators, and learners with different learning resources anytime and anywhere without being limited by space and time.

E-Learning Approach in Teacher Training

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A. Seda YUCEL

2006-10-01

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

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

Science.gov (United States)

Kiely, Richard; Askham, Jim

2012-01-01

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

"I Feel Much More Confident Now to Talk with Parents": An Evaluation of In-Service Training on Teacher-Parent Communication

Science.gov (United States)

Symeou, Loizos; Roussounidou, Eleni; Michaelides, Michalis

2012-01-01

This paper describes a teacher in-service training program on teacher-parent communication in Cyprus and its impact on teacher trainees. Data were gathered through questionnaires completed by teachers prior to their training and after having tried, in real school settings, the communication skills and approaches taught during the course. The…

PROGRAM NETWORK FOR CONTINUING EDUCATION TEACHER SPECIAL EDUCATION IN E-LEARNING INSTITUTION COURSE OF ASSISTIVE TECHNOLOGY

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Danielle Aparecida Nascimento dos Santos

2012-12-01

Full Text Available We describe the analysis of a course in distance mode for the use of Assistive Technology promoted through a Continuing Education Program for Teachers in Special Education from the Ministry of Education. Thus, we performed an analysis of documents (notices, references, manual Course: Assistive Technology, Projects and Accessibility: Promoting Inclusion School (Course TA.The course objective is to support the development of theoretical and practical knowledge to the students in attendance target of special educationin public schools.Thus, we believe that the demonstrations participant teachers are scoring on the need to participate in a process of continuous training on Special Education from the perspective of inclusive education.

Model of training of computer science teachers by means of distant education technologies

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Т А Соловьева

2009-03-01

Full Text Available Training of future computer science teachers in conditions of informatization of education is analyzed. Distant educational technologies (DET and traditional process of training, their advantages and disadvantages are considered, active functions of DET as the basis of the model of training by means of DET is stressed. It is shown that mixed education combining both distant ant traditional technologies takes place on the basis of the created model. Practical use of the model is shown on the example of the course «Recursion» for future computer science teachers.

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

Science.gov (United States)

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

2016-07-04

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

Hazardous Asteroids: Cloaking STEM Skills Training within an Attention-Grabbing Science/Math Course

Science.gov (United States)

Ryan, Eileen V.; Ryan, William H.

2015-11-01

A graduate-level course was designed and taught during the summer months from 2009 - 2015 in order to contribute to the training and professional development of K-12 teachers residing in the Southwest. The teachers were seeking Master’s degrees via the New Mexico Institute of Mining and Technology’s (NMT’s) Masters of Science Teaching (MST) program, and the course satisfied a science or math requirement. The MST program provides opportunities for in-service teachers to enhance their content backgrounds in science, mathematics, engineering, and technology (SMET). The ultimate goal is to assist teachers in gaining knowledge that has direct application in the classroom.The engaging topic area of near-Earth object (NEO) characterization studies was used to create a fun and exciting framework for mastering basic skills and concepts in physics and astronomy. The objective was to offer a class that had the appropriate science rigor (with an emphasis on mathematics) within a non-threatening format. The course, entitled “Hazardous Asteroids”, incorporates a basic planetary physics curriculum, with challenging laboratories that include a heavy emphasis on math and technology. Since the authors run a NASA-funded NEO research and follow-up program, also folded into the course is the use of the Magdalena Ridge Observatory’s 2.4-meter telescope so participants can take and reduce their own data on a near-Earth asteroid.In exit assessments, the participants have given the course excellent ratings for design and implementation, and the overall degree of satisfaction was high. This validates that a well-constructed (and rigorous) course can be effective in receptively reaching teachers in need of basic skills refreshment. Many of the teachers taking the course were employed in school districts serving at-risk or under-prepared students, and the course helped provide them with the confidence vital to developing new strategies for successful teaching.

Subject Knowledge Enhancement Courses for Creating New Chemistry and Physics Teachers: The Students' Perceptions

Science.gov (United States)

Tynan, Richard; Jones, Robert Bryn; Mallaburn, Andrea; Clays, Ken

2016-01-01

Subject knowledge enhancement (SKE) courses are one option open in England to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in "School Science Review" have discussed the structure of one type of extended SKE course offered at…

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

Science.gov (United States)

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

2017-07-01

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

Experience in presenting short courses in waste management technologies for secondary science and mathematics teachers

International Nuclear Information System (INIS)

Toth, W.J.; Smith, T.H.; Garcia, M.M.; Ferguson, J.E.

1991-01-01

The Department of Energy (DOE) and its Idaho National Engineering Laboratory (INEL) are developing educational programs that will help avert projected shortages in scientific and engineering manpower. One approach to this end is to help teachers become better prepared to teach topics that enthuse more students. INEL developed and offered a Short Course in Waste Management Technologies for Secondary Science and Mathematics Teachers. Short Course has two purposes: (1) to provide secondary-level science and mathematics teachers with training and information that will be useful to them in the classroom, and (2) to provide information on a topic of widespread interest in today's society, i.e., the management of hazardous and radioactive wastes and the restoration and preservation of the environment. This paper describes the development of the Short Course and summarizes some of the lessons learned in the preparation and presentation of such courses. 2 refs., 2 tabs

Teaching Reading Comprehension in English in a Distance Web-Based Course: New Roles for Teachers

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Jorge Hugo Muñoz Marín

2010-10-01

Full Text Available Distance web-based learning is a popular strategy in ELT teaching in Colombia. Despite of the growth of experiences, there are very few studies regarding teachers' participation in these courses. This paper reports preliminary findings of an on-going study aiming at exploring the roles that a teacher plays in an efl reading comprehension distance web-based course. Data analysis suggests that teachers play new roles solving technical problems, providing immediate feedback, interacting with students in a non traditional way, providing time management advice, and acting as a constant motivator. The authors conclude that EFL teachers require training for this new teaching roles and the analysis of web-based distance learning environments as an option under permanent construction that requires their active participation.

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

Science.gov (United States)

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

2010-06-24

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

Music teacher training in Denmark

DEFF Research Database (Denmark)

Holgersen, Sven-Erik

2008-01-01

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

Effects of teacher training

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Larsen, Lea Lund

2010-01-01

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

Astronomy in the training of teachers and the role of practical rationality in sky observation

Science.gov (United States)

Bretones, P. S.; Compiani, M.

2006-08-01

This work analyses a program in the training of teachers that departs from the courses based on the technical rationality. An Astronomy course was offered to Science and Geography teachers of the four last years of high school education, comprising 46 hours, and organized in 2002 by the Instituto Superior de Ciências Aplicadas in Limeira, Brazil. Following the course a study group was established and held five meetings. The data was obtained through assessments, interviews, and accounts by the teachers and records from the classes and meetings. The actions and conceptual changes and the role of the Practical Rationality were then investigated. It was verified that for sky observation, the model of Practical Rationality within the reflective teacher theoretical framework and tutorial actions leads to knowledge acquisition, conceptual changes and extracurricular activities. Examples are: suggestions, personal actions of the teachers without their students, accounts of extracurricular activities and development of astronomical contents in class, actions in the pedagogical practices and reflections of the teachers with the teacher/ researcher towards the assessment of such changes are shown. It is important to stress that sky observation has specific features that lead to an equally specific school practice, in which the contents and procedures based on observations and their representation point towards a more practical rationality. Even in a training course for teachers based on technical rationality, the introduction of sky observation deepens the practical rationality and the development of principles that guide the acquisition and the teaching of knowledge about sky observation.

DESIGNING AI TEACHER ASSISTANT ON ONLINE-COURSE BASED ON WORD2VEC TECHNOLOGY

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Pavel Aleksandrovich Rozhkin

2018-05-01

Full Text Available The purpose of this work is to develop an AI teacher assistant, who can find answers to online course participants questions among answers previously published at the training forum. Currently, there are already successful experiments on the use of artificial intelligence systems (IBM WATSON in online training. In this paper, we investigate the possibility of constructing such a system using word2vec technology. A two-stage method for finding an answer to a question is constructed. Method use word2vec technology for vector representation of questions and answers. At the first stage, the subject matter of the issue is determined and, if it corresponds to the theme of the forum, then the articles most relevant to the question are searched. A real situation was simulated with 16 themes and 80 answers to possible questions within the section of the online course “Linear Algebra and Geometry”. The question-answer system was designed and its performance was evaluated. The parameters have been chosen to achieve the best result. In 83% of the cases, the relevant answer to the formulated question was contained among the top 3 responses that the system offered. The issues of further development of applied approaches and increasing utility of the constructed question-answer system are considered. Purpose: developing an AI teacher assistant, who can find answers to online course participants questions among answers previously published at the training forum. Methodology: vectorization of questions and answers, neural network classification of the subject matter, construction of the answers rating. Results: acceptable accuracy in finding a relevant answer to a question are received. Practical implications: The results of the research can be used as a basis for designing an AI teacher assistant in online courses.

An Investigation on the impact of using problem-based trainings in the in-service courses on the teachers' performance and capabilities, by relying on the elementary sixth grade mathematics book (case study: the city of Ahvaz

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Pari Cheraq

2017-02-01

Full Text Available Changes in the administrative structure of the education system and the need to coordinate with the world of science and technology and hence, the need to update the general and technical information and knowledge, have doubled the importance and necessity of holding the new and efficient in-service trainings for the teachers. In this study, the attempt was taken to examine and analyze the impact of using problem-based trainings during the in-service courses on the teachers' performance and capabilities, by relying on the mathematics book of the sixth grade elementary level (case study: the city of Ahvaz. To do so, using a quasi-experimental study, 37 teachers of the sixth grade were selected from the elementary schools of Ahvaz city. For the in-service training courses on the teaching of mathematics, the problem-based learning method was used. After conducting the problem-based teaching method and the traditional method of teaching, through using the test and the standard questionnaire, the data about the teaching practice and the capabilities of the teachers were collected. Using t-test for the paired and independent samples, it was demonstrated that the problem-based in-service trainings, enhance the teachers' capabilities and performance regarding the problem-solving skills.

Student teachers' perceptions about their experiences in a student centered course

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Canan Perkan Zeki

2014-03-01

Full Text Available There is a growing need to provide curricula that meets the changing needs of students in higher education. To train pre-service teachers according to the demands of the new educational contexts, the move from teacher-centered curricula to learning-centered curricula is a must. The aim of this research is to examine the currently used curriculum of EGIT 450 Student Centered Education (SCE course to highlight suggestions for a better design and implementation of the SCE approach. A qualitative paradigm was used with an interpretive methodology. The participants of the study were the 37 third year undergraduate students enrolled in the course at one of the tertiary institutions in North Cyprus. Qualitative data were collected through end-of-the-semester reflective essays and analyzed through content analysis method. The findings revealed that SCE methodology helped improve student teachers' cognitive skills via holding an active role and their affective skills through group work activities emphasizing its effect on permanent learning and learning how to learn. Participants also pointed out the difficulty and complexity of the roles expected from the teacher and learners individually and cooperatively. The inefficiency of some of the teaching-learning activities, physical characteristics of the classroom setting and duration of the allocated time for the activities were among the weak aspects of the course.

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

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Jorm Anthony F

2010-06-01

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

Canonical correlation analysis of course and teacher evaluation

DEFF Research Database (Denmark)

Sliusarenko, Tamara; Ersbøll, Bjarne Kjær

2010-01-01

At the Technical University of Denmark course evaluations are performed by the students on a questionnaire. On one form the students are asked specific questions regarding the course. On a second form they are asked specific questions about the teacher. This study investigates the extent to which...... information obtained from the course evaluation form overlaps with information obtained from the teacher evaluation form. Employing canonical correlation analysis it was found that course and teacher evaluations are correlated. However, the structure of the canonical correlation is subject to change...

Peculiarities of domestic and foreign experience of teachers preparation to training robotics

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Наталья Александровна Ионкина

2018-12-01

Full Text Available Robotics within the subject “Technology” is included in the curriculum of Russian schools. This fact transforms robotics from the subject of additional education into a full-fledged academic subject of the school curriculum. The introduction of robotics into the curriculum of Russian schools requires significant changes in the system of training teachers who will teach students this discipline. Training of teachers for the training of students in robotics is carried out, both in the framework of programs for the preparation of masters in pedagogical universities, and within the framework of various refresher courses. Different countries carry out such training in different ways. In some countries, the training of teachers of robotics is financed by the state, in others by private initiatives. The mission of most foreign educational organizations is to use the motivational effects of robotics to activate schoolchildren and involve them in STEM-education. Many manufacturing companies not only sell robotic equipment, but also prepare methodological and training materials for the implementation of STEM-education technology, as well as create electronic educational resources, training programs, online lessons, evaluation materials and much more. Teaching teachers and schoolchildren, while it is based on the equipment that produces such companies.

The analysis of the physical education teacher candidates’ attitudes towards school experience course: the case of Batman University

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Enes IŞIKGÖZ

2016-12-01

Full Text Available Aim: The aim of this study is to analyse the attitudes of the physical education teacher candidates towards ‘Teacher Classroom Practice’ course present in programs for training teachers for sport high schools and for teachers of physical education. Material and Methods: The study group of this research was compiled of 60 students from 2015-2016 school year in Batman University, Physical Education and Sport High school Physical Education Department and Department for Sport High school Teachers, which attended the course “Teacher Classroom Practice”. The results of the research were collected with “Course for Teacher Classroom Practice Attitude Scale”. Besides descriptive statistics used for the analysis, Mann Whitney U test was used for the comparison between the results of different groups. Results: According to the results of the study, even though physical education teacher candidates’ attitudes towards the course showed positive results, an inconsistence was observed between the high school and practice school results. It was also observed that there are no significantly different reactions to the attitude of teacher candidates according to the gender or schools that participated the study. In the light of these results. Conclusion: It is observed that the general attitude levels of pre-service physical education teachers towards the school experience course are positively high. This is an expected and desired result in terms of showing that school experience course is a very important course in providing experience and chance of observing the profession of teaching beforehand in field.

Computer Education in the Vocational Teacher Training Centre at Eindhoven.

Science.gov (United States)

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

1985-01-01

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

In-Service Training of Chemistry Teachers: The Use of Multimedia in Teaching Chemistry

Science.gov (United States)

Ferreira, Celeste; Baptista, Monica; Arroio, Agnaldo

2013-01-01

Information and Communication Technology has allowed the use of several types of visualizations, especially multimedia environments in science teaching. The aim was to investigate how in-service teachers enrolled in a training course understand the nature and the role of visualizations in science teaching as well as the impact of this training on…

Report on short course in educational methodology for university teachers in complementary and alternative medicine (CAM) disciplines - a pilot study conducted at Rajiv Gandhi University of Health Sciences, Karnataka, India.

Science.gov (United States)

Munir, Ahmed R; Prem, Kumar D

2016-03-01

There is a growing awareness among teachers in the complementary and alternative medicine (CAM) disciplines that a formal training in educational methodology can improve their performance as teachers and student evaluators. The Training of Trainers programs conducted by Rajiv Gandhi University of Health Sciences, Karnataka, in the previous years have brought about a transformation among the teachers who attended those programs. Also the teachers were witness to a changing perception among students towards teachers who adapt innovative teaching/assessment strategies. This report illustrates an innovative training activity that was adapted to design a reference model that can be developed as an operational model for large-scale execution. Teachers who are under the affiliated CAM Institutions in Rajiv Gandhi University of Health Sciences, Karnataka, participated in a three-month 'Short Course in Educational Methodology'. This program was delivered on distance learning mode. The course was organised into four modules. Study material was provided for each of the module in the form of a study guide and related reference articles in electronic form. There were three contact programs - Induction and Introduction that also addressed overview of entire course and the subject matter of Module 1, and this was at the beginning of the course, first contact program to address the learner needs of Modules 2 and 3 and second contact program for the contents in Module 4. The participants were engaged during the entire course duration with interactive contact programs, self-study and application of concepts in their teaching/assessment practices, submission of assignments online, and microteaching presentation and peer review. The documentation and raw data generated during the course of training were used to generate an operational model for training of university teachers of health sciences faculty in general and teachers of CAM disciplines in particular. Establishing a model of

Projective methodical system of students training to the course «History of computer science»

OpenAIRE

С А Виденин

2008-01-01

Components of teachers readiness to professional activity are described in the item. The projective methods of training to a course « History of computer science « in favour to improve professional grounding of students' are considered.

Language Training: English & French courses

CERN Document Server

Françoise Benz

2006-01-01

If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order in which they are received. General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skil...

Distance learning in english teacher's training: Reflexion activities in discussion forums

Directory of Open Access Journals (Sweden)

Fernanda Costa Ribas

2016-03-01

Full Text Available In this article we problematize the issues related to teacher’s training in the English language amidst the emersion of new literacies, especially those mediated by digital technologies, based in my experience both as a teacher and a researcher in Degree Courses in Languages, both classroom based and distance learning. Based in referential about teachers’ beliefs, reflexive practices, new literacies, and teachers’ training for the use of technologies, we focus our experience in the development of institutional material for a distance learning teaching degree course, describing some of the activities developed as discussion forums. With that, our aim is to discuss ways to promote the reflection of future teachers about their beliefs and experiences, and the interaction of these with teaching concepts and theories, allowing them to establish connections between theory and practice during practice - in other words, through their engagement in online activities of a subject in a Supervised Internship in English.

Reading strategy instruction and teacher change: implications for teacher training

Directory of Open Access Journals (Sweden)

Nanda M Klapwijk

2012-01-01

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

Effect of the interval of training course on understanding of radiation safety and an improvement of re-training course

International Nuclear Information System (INIS)

Miyoshi, Hirokazu; Yamamoto, Yasuyo; Adachi, Akio

2005-01-01

Radiation safety training courses are indispensable educational programs for radiation workers. We have two kinds of courses, which are held before use of radioisotope (beginner's training course) and held annually (re-training course). The interval between two courses was found to give some effects for radiation worker's recognition and knowledge on radiation safety through the result of examination and questionnaire on the radiation safety after training. The average scores of participants indicated that the short interval (3 months) was better than the long interval (almost one year). Furthermore, the average scores of participants in the 2003 training course were higher than those in the 2002 and 2001 training courses. Several participants were found to lack in the basic radiation safety attitude and knowledge. In order to improve these results, the practical training should be given additionally for workers, who lacked in understanding. (author)

Cost-efficiency assessment of 3 different pediatric first-aid training models for caregivers and teachers in Shanghai.

Science.gov (United States)

Li, Feng; Jiang, Fan; Jin, Xing-Ming; Shen, Xiao-Ming

2011-05-01

The object of this study was to assess, in cost-effective measures, 3 different models for pediatric first-aid training among caregivers and teachers. Quasi-experimental design was used. A stratified random sampling method was used to obtain 1282 teachers working at nurseries and kindergartens in Shanghai that consists of 18 districts and 1 county. One thousand two hundred eighty-two teachers were allocated randomly to the 3 models of training: 441 to interactive training model (group A), 441 to lecture-based training model (group B), and 400 to video instruction training model (group C). The first-aid knowledge in the 3 models was evaluated before and after the training. There was a statistical significance in the results of postassessment among the 3 training models. In group A, 329 (87.3%) trainees passed the course; in group B, 294 (81.7%) passed; and in group C, 262 (79.4%) passed. The total cost of group A was ¥2361 per edition, the total cost of group B was ¥1955 per edition, and the total cost of group C was ¥1064 per edition (P training model may slightly increase the rate of trainees who passed the course, the cost-effectiveness of video instruction training model is clearly superior.

Mathematics Courses for the Prospective Teacher.

Science.gov (United States)

Kistler, Barbara C.

This paper suggests that faculty at two-year institutions need to become partners with colleges of education and K-12 teachers of mathematics in preparing future mathematics teachers. The paper presents the following: a summary of recommendations on programs for prospective teachers; a summary of recommendations about mathematics courses for…

GOOD PRACTICES REGARDING PRESCHOOL AND PRIMARY SCHOOL TEACHERS` INITIAL TRAINING

Directory of Open Access Journals (Sweden)

Gabriela V. KELEMEN

2013-11-01

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

Guiding New Teacher Training towards the Acquisition of a Systemic Paradigm

Directory of Open Access Journals (Sweden)

Luis Guillermo Barrantes-Montero

2015-09-01

Full Text Available This paper distinguishes between positivist disciplinary paradigm, which classifies human knowledge into isolated disciplines, and systemic paradigm, which aims at integrating knowledge and an inter-and trans-disciplinarity approach. The need and convenience of preparing new professionals in the latter is discussed. An example on how to develop a training experience based on the systemic paradigm in an advanced English reading course, in a teacher-training career is also described.

A Course in Earth System Science: Developed for Teachers by Teachers

Science.gov (United States)

Wong, K.; Read, K.; Charlevoix, D.; Tomkin, J.; Hug, B.; Williams, M.; Pianfetti, E.

2008-12-01

ESES 202 is a new general education course in physical science at the University of Illinois's School of Earth, Society and Environment, designed for pre-service K-8 teachers. The goal of the course is to help future classroom teachers become confident with teaching earth science content. The designers of this course include a faculty expert in earth system science, a pre-service teacher and a former middle school science teacher. The goal of the in the curriculum design was to utilize the unique perspectives and experiences of our team. Our poster will highlight the unique nature of the curriculum development outlining the challenges and successes of designing the course. The general format of the class will be a combination of discussions, hands on experiences, and opportunities for students to design their own lessons. Class meetings will be once per week in a three-hour block, allowing students to immediately transfer new content knowledge into classroom activities. The end goal is that they can use these same activities with their students once they are practicing teachers. The content of the course shall be taught using an earth systems approach by showing the relationships among the four spheres: biosphere, hydrosphere, atmospheric, and anthrosphere. There are five units in the course: Introduction to Earth Systems, Carbon Cycle, Water Quality, El Niño and Climate Change. In addition to the science portion of the course, students will spend time reflecting on the classroom activities from the perspective of future educators. Activities will be presented at a late elementary school level; however, time will be devoted to discussing methods to adapt the lesson to different grade levels and differentiation needs within a classroom. Additionally, students in this course will be instructed on how to utilize a multitude of resources from stream tables to science education databases to prepare them for the dynamic nature of the classroom. By the end of the class

The impact of preventive voice care programs for training teachers: a longitudinal study.

Science.gov (United States)

Duffy, Orla M; Hazlett, Diane E

2004-03-01

The teaching profession puts vocal health at a higher risk than other professions, causing what is referred to as "occupational dysphonia." There is a need for primary prevention of "occupational dysphonia" among the teaching profession, where good vocal health is promoted before a problem occurs. To investigate the primary prevention of occupational dysphonia among teachers, this study uses a sample population of 55 training teachers, in the postgraduate certificate of education (PGCE) course at the University of Ulster, Northern Ireland, who were randomly assigned to three training groups: control, indirect, and direct. The vocal performance of the three groups was measured at two points over the year of the PGCE course: first before any teaching or training began, and again after the first teaching practice. The training for the indirect and direct groups was provided before the teaching practices. Acoustic and self-perceptual measurements were used to assess the multidimensional outcomes. The results demonstrate interesting trends, that although not found to be significant, are approaching significance. Their voices will be reevaluated at a third point of measurement. The acoustic measurement reflects deterioration from time 1 to time 2 for the control group, improvement for the direct group, and no change for the indirect group, indicating that the training has proved beneficial. The self-rating scores vary in agreement with the acoustic results, presenting interesting findings. The findings of this study will be of benefit to teachers, their educators, voice therapists, health promoters, and human resource personnel.

14 CFR 141.55 - Training course: Contents.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Training course: Contents. 141.55 Section... Training course: Contents. (a) Each training course for which approval is requested must meet the minimum... trained in the room at one time; (2) A description of each type of audiovisual aid, projector, tape...

Clinical Practice in Teacher Training

Directory of Open Access Journals (Sweden)

Hidayet Tok

2011-12-01

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

Development of an ICT in IBSE course for science teachers: A design-based research

Science.gov (United States)

Tran, Trinh-Ba

2018-01-01

Integration of ICT tools for measuring with sensors, analyzing video, and modelling into Inquiry-Based Science Education (IBSE) is a need globally recognized. The challenge to teachers is how to turn manipulation of equipment and software into manipulation of ideas. We have developed a short ICT in IBSE course to prepare and support science teachers to teach inquiry-based activities with ICT tools. Within the framework of design-based research, we first defined the pedagogical principles from the literature, developed core materials for teacher learning, explored boundary conditions of the training in different countries, and elaborated set-ups of the course for the Dutch, Slovak, and Vietnamese contexts. Next, we taught and evaluated three iterative cycles of the Dutch course set-ups for pre-service science teachers from four teacher-education institutes nationwide. In each cycle, data on the teacher learning was collected via observations, questionnaires, interviews, and documents. These data were then analyzed for the questions about faithful implementation and effectiveness of the course. Following the same approach, we taught and evaluated two cycles of the Slovak course set-ups for in-service science teachers in the context of the national accreditation programme for teacher professional development. In addition, we investigated applicability of the final Dutch course set-up in the context of the physics-education master program in Vietnam with adaptations geared to educational and cultural difference. Through the iterations of implementation, evaluation, and revision, eventually the course objectives were achieved to certain extent; the pedagogical principles and core materials proved to be effective and applicable in different contexts. We started this research and design project with the pedagogical principles and concluded it with these principles (i.e. complete theory-practice cycle, depth first, distributed learning, and ownership of learning) as the

Content Analysis of Academic Research about Pre-Service Teachers’ Training Course

Directory of Open Access Journals (Sweden)

Serkan DİNÇER

2013-12-01

Full Text Available Training of teachers at the beginning of the factors affecting the quality of education has been investigated in many ways throughout the history of education. The first stage of the pre-service training of teacher education consists of theory and practice process; and the implementation process one of these components plays an important role in the development of prospective teachers’ profession. While until 2007 the prospective teachers practice in general their professional in the first and last education classes, in 2006 those implications have been started on a large scale in the last year due to the change in education programs of faculties. Before this configuration, there were a lot of problems related to the application courses; some of these problems came to an end with the regulations. Despite these regulations, nowadays the prospective teachers still face major problems about the implications. Factors such as lack of interagency coordination and guidance services, the negative attitude of prospective teachers, and lack of adequate implementation class/environment are the main reasons of this problem. The evaluation of the identified problems and finding solutions to these problems are being considered as important factors in acquiring the responsibility, competence and ethical values of the prospective teachers. The purpose of this study is to identify the encountered problems by evaluating the academic researches of prospective teachers about the implication classes and to find solutions to these problems

A Study on Creative Drama in the Content of In-service Training with the Culture Teachers: Qualitative Analysis of the Participants’ Views

OpenAIRE

Akkocaoğlu Çayır, Nihan; Akhun, Burcu; Özdemir Şimşek, Pınar

2016-01-01

The teachers giving lectures on such subjects as arts, physical education, mathematics, philosophy, English apart from the professional courses at the Vocational High Schools are defined as the culture teachers. This research was conducted with 102 culture teachers who had taken a drama course in the content of in-service training. Before and after the practical drama course of 30 hours which included the characteristics of creative drama and its use as a method, open-ended questions were ask...

Language Training: French course for beginners

CERN Multimedia

Françoise Benz

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. A French course for beginners (level 0) will take place from 12 July to 27 August. Timetable: not yet fixed Duration: 54 hours / 2 hours a day Price: CHF 702 Please enrol as soon as possible through the Web: http://cern.ch/Training FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

Language Training: French course for beginners

CERN Multimedia

Françoise Benz

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. A French course for beginners (level 0) will take place from 12 July to 27 August. Timetable: not yet fixed Duration: 54 hours / 2 hours a day Price: 702 SF Please enrol as soon as possible through the Web: http://cern.ch/Training FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 language.training@cern.ch

Examining Primary Pre-Service Teachers' Perspectives on Teaching Practice Courses

Science.gov (United States)

Basturk, Savas

2016-01-01

The courses "school experience" and "teaching practice" are undoubtedly among the central courses to be received by pre-service teachers who will be future teachers. Through them, pre-service teachers obtain the realistic information about their profession. Therefore, the aim of this study was to examine pre-service teachers'…

Accurately fitting advanced training. Flexible simulator training by modular training course concepts

International Nuclear Information System (INIS)

Sickora, Katrin; Cremer, Hans-Peter

2010-01-01

Every employee of a power plant contributes with his individual expertise to the success of the enterprise. Certainly personal skills of employees differ from each other as well as power plants are different. With respect to effective simulator training this means that no two simulator training courses can be identical. To exactly meet the requirements of our customers KWS has developed modules for simulation training courses. Each module represents either a technical subject or addresses a topic in the field of soft skills. An accurately fitting combination of several of these modules to the needs of our customers allows for most efficient simulator training courses. (orig.)

Quantitative and qualitative analysis of student tutors as near-peer teachers in the gross anatomy course.

Science.gov (United States)

Walser, J; Horneffer, A; Oechsner, W; Huber-Lang, M; Gerhardt-Szep, S; Boeckers, A

2017-03-01

Peer teaching is a well-established teaching method in medical education. During the 2012/13 winter term, the Institute of Anatomy and Cell Biology in Ulm, Germany, introduced a longitudinal didactics program ("Train the Tutor": TtT) to train student tutors as near-peer teachers (NPT) in the dissection course (DC). Twenty-three of 38 tutors participated in the programme. Our study describes the educational concept and the NPTs' activities in the dissection course. NPTs documented their activities on a daily basis in the form of semi-structured reports. A total of 575 reports were quantitatively and qualitatively analysed. Free-text analysis was performed using Grounded Theory followed by code quantification of all indications (n=1868). NPTs spend 61% of their time dissecting by themselves or supervising the tutee's dissection process. Organisational tasks had a larger share at the beginning of the course. Just before examinations the proportion of time spent giving feedback rose. Of all positive indications, 45% described experiences working with the tutees. In contrast, 68% of all negative indications were characterized by a self-critical reflection on their own activities. NPTs included all learning domains in their teaching, substantially functioning as teachers and role models to convey particular attitudes. TtT-Trained Tutors (NPT) clearly met the requirements of a practical course and adjusted their activities in response to the course's progress. NPTs were concerned about their tutees' attitudes and may need more professional support within the TtT program regarding this. Copyright © 2016 Elsevier GmbH. All rights reserved.

14 CFR 121.409 - Training courses using airplane simulators and other training devices.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Training courses using airplane simulators... Program § 121.409 Training courses using airplane simulators and other training devices. (a) Training courses utilizing airplane simulators and other training devices may be included in the certificate holder...

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....

Eumetcal blended courses: European cutting edge know-how and collaboration will into meteorological training

Science.gov (United States)

Chiariello, A.; Nietosvaara, V.

2009-09-01

Eumetcal is the European virtual meteorological training organization pooling knowledge in distance and e-learning throughout Europe. The Eumetcal programme is managed by the Finnish Meteorological Institute (FMI). Beyond the traditional activities, in the latest years Eumetcal has combined the experience and know-how gained so far to deliver several complete training courses in meteorology using a blended learning approach. The courses have been delivered through cooperation between European NMSs using both classroom sessions and distance learning material and lectures. This approach has significantly reduced the cost associated with travel and subsistence when compared to traditional courses. Moreover this approach has turned out successful: the relatively long distance phase creates an optimal background, both of specific know-how and reciprocal contacts, for the traditional classroom phase. Attendees and teachers from all over Europe meet together after a solid warm up and exploit the course like if they had known each other for a long time. On the other hand the distance phase allows teachers to assess the level and background of the participants and gives attendees the possibility to improve and reach the required skills and know-how to exploit with the best profit the classroom phase. This approach has revealed an optimal solution to carry out meteorological courses with participants coming from several different countries and therefore bearing with them not only different know-how but also different cultural approaches, needs and expectations. The presentation aims at illustrating to the audience the structure of the blended courses, the experience gathered in the last years of blended course activities (with some real life examples), challenges and future plans and developments.

Learning to Teach a Blended Course in a Teacher Preparation Program

Science.gov (United States)

Kang, Jung Jin

2014-01-01

Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different…

Teaching Astronomy through e-learning in Poland: Astronomical Education in teacher training conducted by the Regional Teacher Training Center in Skierniewice

Science.gov (United States)

Dabrowska, A. E.

2014-12-01

Regional Teacher Training Centre (RTTC) in Skierniewice is one of 49 public, accredited institutions in Poland carrying out it statutory goals at the regional level. It has been operating since 1989 and is responsible for organizing of support of schools, institutions, networks of teachers for cooperation and self-education, organizing various forms of in-service training and disseminating examples of good practice. It also has rich experience in teaching by using modern Interactive Computer Technology (ICT) tools and e-learning platform. I present examples about teaching of Astronomical issues through teacher training both as hands on workshops as well as through e-learning. E-learning is playing an important role in organizing educational activities not only in the field of modern didactic but also in learning Science subjects. Teachers find e-learning as a very economical, easy and convenient way of learning and developing their knowledge and skills. Moreover, they are no longer afraid of using new ICT tools and programs which help them to cooperate with students effectively. Since 2011 RTTC in Skierniewice has been an organizer of many on-line in-service programs for teachers, in learning Science. Some of them are organized as blended-learning programs which allow teachers to participate first in hands on activities then continue learning on the Moodle platform. These courses include two 15 and 30-hours of Astronomical topics. Teachers have the opportunity to gain knowledge and receive materials not only about the Universe and the Solar System but also can learn to use tools like Stellarium, Celestia, WorldWide Telescope, Your Sky and other tools. E-learning modules consist of both publishing learning materials in various forms, eg. PowerPoint Presentations, Word & PDF materials, web sites, publications, working sheets as well as practical duties like participation in chats, forums, tasks, Wiki, group workshop. Teachers use these materials for extending their

Perceived Helpfulness of Teachers in Clinical Courses

Science.gov (United States)

Moate, Randall M.; Holm, Jessica M.; West, Erin M.

2017-01-01

Clinical courses are important in the development of students pursuing a master's degree in clinical mental health counseling (CMHC). Despite the importance of clinical courses, little is known about what CMHC students perceive as being helpful about their teachers of clinical courses. To investigate this, we sought the viewpoints of beginning…

Training courses at VR-1 reactor

International Nuclear Information System (INIS)

Sklenka, L.; Kropik, M.

2006-01-01

This paper describes one of the main purposes of the VR-1 training reactor utilization - i.e. extensive educational program. The educational program is intended for the training of university students and selected nuclear power plant personnel. The training courses provide them experience in reactor and neutron physics, dosimetry, nuclear safety and operation of nuclear facilities. At present, the training course participants can go through more than 20 standard experimental exercises; particular exercises for special training can be prepared. Approximately 200 university students become familiar with the reactor (lectures, experiments, experimental and diploma works, etc.) every year. About 12 different faculties from Czech universities use the reactor. International co-operation with European universities in Germany, Hungary, Austria, Slovakia, Holland and UK is frequent. The VR-1 reactor takes also part in Eugene Wigner Course on Reactor Physics Experiments in the framework of European Nuclear Educational Network (ENEN) association. Recently, training courses for Bulgarian research reactor specialists supported by IAEA were carried out. An attractive program including demonstration of reactor operation is prepared also for high school students. Every year, more than 1500 high school students come to visit the reactor, as do many foreigner visitors. (author)

Evaluation of medical students of teacher-based and student-based teaching methods in Infectious diseases course.

Science.gov (United States)

Ghasemzadeh, I; Aghamolaei, T; Hosseini-Parandar, F

2015-01-01

Introduction: In recent years, medical education has changed dramatically and many medical schools in the world have been trying for expand modern training methods. Purpose of the research is to appraise the medical students of teacher-based and student-based teaching methods in Infectious diseases course, in the Medical School of Hormozgan Medical Sciences University. Methods: In this interventional study, a total of 52 medical scholars that used Section in this Infectious diseases course were included. About 50% of this course was presented by a teacher-based teaching method (lecture) and 50% by a student-based teaching method (problem-based learning). The satisfaction of students regarding these methods was assessed by a questionnaire and a test was used to measure their learning. information are examined with using SPSS 19 and paired t-test. Results: The satisfaction of students of student-based teaching method (problem-based learning) was more positive than their satisfaction of teacher-based teaching method (lecture).The mean score of students in teacher-based teaching method was 12.03 (SD=4.08) and in the student-based teaching method it was 15.50 (SD=4.26) and where is a considerable variation among them (p<0.001). Conclusion: The use of the student-based teaching method (problem-based learning) in comparison with the teacher-based teaching method (lecture) to present the Infectious diseases course led to the student satisfaction and provided additional learning opportunities.

Social Web in Teacher Education and Teacher Training

NARCIS (Netherlands)

Gruber, Marion

2011-01-01

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

Syllabus Outline on Child Care for Day Care Teachers at Family Life Teacher Training Centre in Somalia. African Studies in Curriculum Development and Evaluation No. 103.

Science.gov (United States)

Ahmed, Mumina M.

Five day care centers in Mogadiscio, the capital city of Somalia, were studied to (1) identify problems encountered in teaching a course in child care; (2) observe teaching methods and assess their effectiveness; (3) ascertain reasons for the lack of preservice training for day care teachers; and (4) develop a new syllabus for a course in child…

Preparing future teachers against racism: A training experience at the University of Almería

Directory of Open Access Journals (Sweden)

Rosario Isabel Herrada Valverde

2008-12-01

Full Text Available The arrival of a large number of immigrants at Spanish schools has turned classrooms into multicultural spaces. This is the reason why prospective teachers must receive appropriate training in cultural diversity. This paper presents a detailed study of the concept of racism as perceived by a group of prospective teachers who took the course on “Education and Socio-cultural Diversity”, and this concept’s influence to promote a change in their views and attitudes in topics associated with racism. The results show how students dealt with this concept and acknowledged some of their main prejudices. This research demands the inclusion of subjects related to cultural diversity in tertiary education, particularly at the initial stage of teacher-training studies.

The Establishment of Centres for the Training of Teachers in Technical and Further Education in England, 1933-1950

Science.gov (United States)

Bailey, Bill

2007-01-01

This paper examines the beginnings of courses of teacher training for teachers in technical and further education in England. First the development of the technical education sector and its distinctive part-time nature is traced, alongside the activities of the three associations representing the colleges and their staffs. The views of these on…

Assessment of learning components of management training course ...

African Journals Online (AJOL)

Assessment of learning components of any training course provides a benchmark through which training institutions or organizers could assess the effectiveness of the training. The study assessed learning components of agricultural research management training course organized for senior research managers in Nigeria.

Primarily Statistics: Developing an Introductory Statistics Course for Pre-Service Elementary Teachers

Science.gov (United States)

Green, Jennifer L.; Blankenship, Erin E.

2013-01-01

We developed an introductory statistics course for pre-service elementary teachers. In this paper, we describe the goals and structure of the course, as well as the assessments we implemented. Additionally, we use example course work to demonstrate pre-service teachers' progress both in learning statistics and as novice teachers. Overall, the…

Are Teacher Course Evaluations Biased against Faculty That Teach Quantitative Methods Courses?

Science.gov (United States)

Royal, Kenneth D.; Stockdale, Myrah R.

2015-01-01

The present study investigated graduate students' responses to teacher/course evaluations (TCE) to determine if students' responses were inherently biased against faculty who teach quantitative methods courses. Item response theory (IRT) and Differential Item Functioning (DIF) techniques were utilized for data analysis. Results indicate students…

Introduction to SSAC training course

International Nuclear Information System (INIS)

Hatcher, C.R.

1984-01-01

An overview of the US DOE/IAEA three-week training course on State Systems of Accounting for and control of Nuclear Materials (SSAC) is presented. Extracurricular and administrative matters as well as course content are described

How Slovenian Chemistry Teachers Meet their Needs for Professional Development in the System of Further Education and Training

Directory of Open Access Journals (Sweden)

Darinka Sikošek

2016-06-01

Full Text Available The primary purpose of further education and training, as a form of lifelong learning, is to provide professional development and professional and personality growth of different professional profiles, including teachers. The type and quality of programmes intended for further education and training of professionals in education and training, especially of chemistry teachers, precisely is the central theme of this contribution. Based on the results of an empirical research carried out on a sample of chemistry teachers in Slovenian basic and secondary schools during the 2009/10 school year, we find that the desire to develop skills is the main motive power (Lat. nervus rerum of their participation in the programmes published in the Catalogue of Further Education and Training (FET Programmes, and inadequate time of implementation of programmes—regarding teachers’ teaching duties—the fundamental obstacle. The most frequently teachers of course attend modernisation programmes, followed by programmes not published in the Catalogue.

Secure software development training course

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Victor S. Gorbatov

2017-06-01

Full Text Available Information security is one of the most important criteria for the quality of developed software. To obtain a sufficient level of application security companies implement security process into software development life cycle. At this stage software companies encounter with deficit employees who able to solve problems of software design, implementation and application security. This article provides a description of the secure software development training course. Training course of application security is designed for co-education students of different IT-specializations.

Difficulties encountered by the teachers in fifth grade applications of mathematics course

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Fatma Nur Çoban

2013-12-01

Full Text Available The purpose of this study was to determine the teachers’ practices and the difficulties encountered by the teachers in 5th grade optional ‘mathematics applications’ course, which came into effect with the new 4+4+4 educational system.  The study was conducted in 2012-2013 academic year using the qualitative research method of semi-structured interview with 8 mathematics teachers who were teaching this course. The teachers were from four schools situated in socioeconomically average quarters of Eskişehir. The interview consisted of questions under three categories; aims and contents of the course, teachers’ practices and assessment of the course.Key Words:    Mathematics applications course, curriculum, teaching resources, teacher views

Development of training courses in the field of nuclear energy

International Nuclear Information System (INIS)

Lee, Han Young; Soe, In Seok; Lee, Ui Jin; Park, Jae Chang; Kim, Ik Hyeon; Won, Jong Yeol; Nam, Jae Yeol

1993-12-01

The nuclear training center provides various training courses in such areas of nuclear energy as nuclear power technology, radioisotope applications technology, non-destructive technology, nuclear safety, etc. The center also provides in-house staff training courses in project management, computer applications, and other research areas. The objective of the project is to develop new specialized training courses not only nuclear energy areas but also in management, so that localization of nuclear project can be accomplished as early as possible. The scope and contents of the project envision the following aims; 1. to develop specialized nuclear training programs; 2. to develop project management training courses for KAERI staff; 3. to collect and analyze foreign training programs and materials; 4. to develop foreign-assisted training courses; and 5. to develop international training courses for developing country trainese

POSTER FOR NRMRL QUALITY MANAGEMENT PLAN (QMP) TRAINING COURSE

Science.gov (United States)

NRMRL QMP Training CourseContact: Lauren Drees, NRMRL/STD (drees.lauren@epa.gov) NRMRL has developed a computer-based course to train personnel in the requirements of the NRMRL Quality Management Plan (QMP). This training course was developed using Trainersoft s...

Dual roles and dual identities: enhancing the experience of in-service teacher training in English Further Education

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Orr, Kevin

2009-06-01

Full Text Available In marked distinction from other sectors of education, around 90 percent of Further Education (FE staff in England are employed untrained and complete their Initial Teacher Training (ITT on a part-time in-service basis. By consequence, these staff sustain the dual role of employed teacher and teacher-trainee usually at the beginning of their career. This paper reports on a project funded by ESCalate which researched the dual roles and dual identities of employee and trainee on in-service FE teacher-training courses. It argues that the lack of a culture of pedagogical development in colleges along with the pressure for trainees to quickly cope with teaching can lead to conservative practice as expedience may be prioritised over flair. In response, the paper makes recommendations to enhance the experience and development of in-service teacher trainees.

EVALUATION OF NEW PRIMARY TEACHERS ORIENTATION COURSE PROJECT LAUNCHED THROUGH ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD PAKISTAN

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Syed Manzoor H. SHAH

2011-07-01

Full Text Available Primary Education is an important stage in the education system of any country. Every developed and developing nation is keen to develop and improve its primary education. In service training of the primary school teachers is a major factor in improving primary education. In Pakistan efforts have been made from the very beginning to improve the primary education especially in the late seventy’s. Different Non Governmental Organizations (NGOs, Donors Agencies and Institutions had been involved in taking different initiatives for the improvement of the quality of primary education. New Primary Teachers Orientation Course (N-PTOC was a similar effort of the Norwegian Agency for Development Co-operation (NORAD in joint collaboration of Allama Iqbal Open University, Islamabad (AIOU. The major objective of the project was to improve the teaching of primary school teachers through selected microteaching skills, lesson planning, use of teaching kit and AV aids. This project was started in 1991-92 and completed in the year, 1999. Different studies were conducted which indicated that the project has an impact on the performance of the trained teachers. The present study aimed for evaluation of the N-PTOC project launched through Allama Iqbal Open University, Islamabad. The study is based on the documentary analysis. All the existing record of the project including different reports, documents etc. were consulted for the purpose. It was concluded that the project achieved its trainee teacher’s targets up to 70% and training of tutors and senior tutors up to 100%. Moreover the project produced a model teachers training module for the in-service training of the primary school teachers. There were some problems and challenges in its implementation including; late release of funds, shifting of targets to next semester and its non continuation by the AIOU.

Technical Training: CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. TECHNICAL TRAINING Monique Duval tel. 74924 technical.training@cern.ch Would you need to enhance your skills in Microsoft Office applications or Outlook? A new "blended learning" course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on April 1st, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while ...

Development of training courses in the field of nuclear energy

International Nuclear Information System (INIS)

Lee, Han Young; Seo, In Seok; Lee, Eui Jin; Seo, Kyung Won; Won, Jong Yeol; Nam, Jae Yeol

1996-02-01

This report describes the final results of D evelopment of training courses in the field of nuclear energy . The scope and contents are as follows : 1. to develop specialized nuclear training programs. 2. to collect and analyze foreign training programs and materials. 3. to develop foreign assisted training courses. 4. to develop interregional training courses for developing country trainees. and 5. to develop text materials for the implementation of training courses. 16 refs. (Author)

Science, Technology and Social Change Course's Effects on Technological Literacy Levels of Social Studies Pre-Service Teachers

Science.gov (United States)

Yigit, E. Ozlem

2013-01-01

Social studies curricula are required in order to prepare to educate children who continue to learn after their formal training, and it is vital that teachers receive an education properly. In Social Studies Education Departments of Education Faculties Science, Technology and Social Change course is convenient to this aim and it contributes to…

"Dropbox" Brings Course Management Back to Teachers

Science.gov (United States)

Niles, Thaddeus M.

2013-01-01

Course management software (CMS) allows teachers to deliver content electronically and manage collaborative coursework, either blending with face-to-face interactions or as the core of an entirely virtual classroom environment. CMS often takes the form of an electronic storehouse of course materials with which students can interact, a virtual…

Evaluating methods to improve safeguards training courses of ISCN

International Nuclear Information System (INIS)

Okumura, Yukiko; Nakamura, Yo; Kawata, Norio

2014-01-01

Although questionnaires were used to receive feedbacks from participants at the end of each training course, Integrated Support Center for Nuclear Nonproliferation and Nuclear Security (ISCN) of Japan Atomic Energy Agency (JAEA) did not establish a structured evaluation method. To this end, ISCN has started to study on methods to accurately evaluate the courses since April and started to introduce the evaluation method on trial, according to the Donald Kirkpatrick's Four-Level Training Evaluation Model, so as to better develop and conduct more effective courses. This paper will focus on how ISCN has modified the Kirkpatrick's Four-level to adapt to its safeguards training courses. This will then be followed by two particular cases of how the evaluation method functioned for the Additional Protocol training courses held in Malaysia in 2014, and the feedbacks received to improve future training courses. (author)

EVALUATION OF THE DISTANCE EDUCATION PRE-SERVICE TEACHERS' OPINIONS ABOUT TEACHING PRACTICE COURSE (CASE OF IZMIR CITY

Directory of Open Access Journals (Sweden)

Meral GUVEN

2012-01-01

Full Text Available The aim of this study was to determine the distance education pre-service teachers’ opinions about the teaching practice course. The study was conducted with descriptive method. For data collection, analysis and interpretation, qualitative research method was used. Out of the students enrolled at Open Education Faculty, Department of Pre-school Education and Department of English Language Teaching, 27 students were volunteer to participate to the study. As a result of the study; it was found that some of the distance education pre-service teachers felt ready and enthusiastic about the teaching practice course albeit others did not feel ready enough. In addition, the pre-service teachers mostly mentioned about their expectations for self-development and self-evaluation. The pre-service teachers considered that this course provided them the opportunities to know the students and learning environments, also to prepare the plans effectively, to learn about teaching-learning processes, to manage class and time, to benefit from coordinator teachers and to evaluate themselves. However, they also complained about lack of information about plans and teaching practice files, difficulties in class-management, problems in efficient time-management, indifference of the coordinator teachers, inadequate equipment at application schools; lack of supervision and limited opportunity to have experience. Thus, they suggested that the coordinator teachers should be trained considering these problems also the application should be selected after physical check; besides the pre-service teachers should be supervised and provided accurate samples about plan and field preparation, thus frequent contact meetings should be arranged.

A strategy for teacher involvement in curriculum development ...

African Journals Online (AJOL)

Hence this study focuses on an effective strategy for teacher involvement in curriculum development. The strength of the strategy is that it involves formal teacher training with semesterised courses. There is phased- in implementation of the different phases of the curriculum development process. This formal training course ...

Conditions of development of professional competence by preparation of the teacher in the field of a technique of training to computer science

Directory of Open Access Journals (Sweden)

Ольга Юрьевна Заславская

2009-12-01

Full Text Available In article results of research of formation of professional competence of teachers of computer science in modern conditions of modernization of an education system are described. In the conditions of formation information, it is necessary to carry out preparation of the teacher possessing administrative competence, necessary quality first of all in the course of training of the theory and a technique of training to computer science.

Assessment of an On-Line Earth System Science Course for Teachers

Science.gov (United States)

Shuster, R. D.; Grandgenett, N.

2009-12-01

The University of Nebraska at Omaha (UNO) has been offering on-line Earth System Science coursework to in-service teachers in Nebraska since 2002 through the Earth Systems Science Education Alliance (ESSEA). The goal of this course is to increase teacher content knowledge in Earth Science, introduce them to Earth System Science, and have them experience cooperative learning. We have offered three different ESSEA courses, with nearly 200 students having taken ESSEA courses at UNO for graduate credit. This effort represents a close collaboration between faculty and students from the Colleges of Arts & Sciences and Education, with periodic assistance of the local schools. In a follow-up study related to ESSEA coursework, UNO examined the perceptions of teachers who have taken the course and the potential benefits of the ESSEA courses for their own educational settings. The study was descriptive in design and included an online survey and a focus group. The results of these assessments indicated that the teachers felt very positive about what they learned in these courses, and in particular, how they could incorporate cooperative learning, inquiry based activities, and Earth System Science interconnections in their own classrooms. Problems identified by the teachers included a perceived lack of time to be able to integrate the learned material into their science curriculua and a lack of computer and/or technological resources in their educational settings. In addition, this Fall, we will conduct two teacher case studies, where we will interview two teachers, visit their classrooms, acquire work samples and talk with students. All of the results of our survey and focus group will be presented.

Vocational Teachers and Professionalism

DEFF Research Database (Denmark)

Andreasen, Karen Egedal; Duch, Henriette

as other contextual factors. Our concern is adult vocational teachers attending a pedagogical course and teaching at vocational colleges. The aim of the paper is to discuss different models and develop a model concerning teachers at vocational colleges based on empirical data in a specific context......, vocational teacher-training course in Denmark. By offering a basis and concepts for analysis of practice such model is meant to support the development of vocational teachers’ professionalism at courses and in organizational contexts in general....

Experimentation in the classroom, immanent curriculum and thought of difference: the philosophy as practice of teacher training

Directory of Open Access Journals (Sweden)

Marcus Pereira Novaes

2016-02-01

The result of this work with the thought of the philosophy of difference in training courses for teachers is to lead them to think the importance of another class practice, where the teacher gives himself the chance of experimenting himself, as well as to the students he is trying to affect. With the possibility of the experimentation by the teacher we could proliferate thoughts more open to the differences, by articulating knowledges which seek variation, and not only the homogeneity of which is always the same.

Effects of Teacher Training in Adult Learning

DEFF Research Database (Denmark)

Larsen, Lea Lund; Wahlgren, Bjarne

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

Development of a pre-service teacher training course on integration of ICT into inquiry based science education.

NARCIS (Netherlands)

Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos; Dvořák, Leoš; Koudelková, Věra

In order to be able to integrate ICT into Inquiry Based Science Education (IBSE), teachers need much time and support for mastering ICT tools, learning the basis of IBSE, and getting experience in applying these tools in pupil investigations. For this purpose, we have developed a course within the

CERN Technical Training - New courses available at CERN!

CERN Multimedia

HR Department

2010-01-01

1. - The “JavaScript for web development” is a 3 day course. This hands-on JavaScript training course provides the knowledge needed to design and develop dynamic web pages using JavaScript. It introduces students to JavaScript and how the language can be used to turn static HTML pages into dynamic, interactive web pages. Students will learn the syntax of the JavaScript language, the Document Object Model, form validation, cookies, how to create functions. This course is for Web programmers who want to learn how to make their Web pages more interactive by using JavaScript. The course will take place, in English, from 5 to 7 May 2010 in the CERN Technical Training Centre. Registrations are open on the Technical Training page. For more information on our catalogue or for questions/comments, contact us at Technical.Training@cern.ch 2. - The “Web 2.0 development with AJAX” is a 3 day course. This hands-on AJAX course provides the knowledge needed to design and develop ...

Training of nuclear power professionals in international courses

International Nuclear Information System (INIS)

Kanter, M.A.

1979-01-01

Argonne National Laboratory has presented nine international courses in the IAEA Nuclear Power Training Program. Five have been overview courses fifteen weeks in length and four have been specialized courses ranging from five to nine weeks. A total of 286 participants from 38 countries have been traned in these courses. The Argonne courses comprise approximately 40% of the Agency's program, which is also carried out in France, Spain, and the Federal Republic of Germany. The two types of overview courses, one covering the planning phase of a project and the other the construction and operation phase, surveyed all aspects of nuclear power programs--economic, managerial, regulatory, and technical. Experience has shown that the majority of the participants in those courses had concentrated interest in specialized areas. Specialized courses have now been offered on five specific subjects. Based on past course evaluations by our staff, 37% of those trained were judged capable of making significant contribution to their country's nuclear program, 44% were judged potentially capable of such contributions, 17% were capable of only limited contribution, and 2% were inappropriately selected. Participation in international training has been very useful because of the exposure to working experts and because of the interaction between participants from the different developing countries. It is clear that such courses of moderate length sometimes attract senior management personnel, but in general can best be directed to responsible staff at middle management levels. More junior staff would be more effectively trained at the national level. Preliminary results of a Center survey of those participants who were trained two years ago have confirmed these conclusions

New challenges to rethink the training of ecuadorian teachers

Directory of Open Access Journals (Sweden)

María Sol Villagómez

2012-12-01

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

Development of an Online Exoplanet Course for In-Service Teachers

Science.gov (United States)

Barringer, Daniel; Palma, Christopher

2016-01-01

The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. Penn State also offers through its fully online World Campus the opportunity for In-Service science teachers to earn an M.Ed. degree in Earth Science, and we currently offer a required online astronomy course for that program. We have previously presented descriptions of how have incorporated research-based pedagogical practices into ESSP-sponsored workshops for in-service teachers (Palma et al. 2013) and into a pilot section of introductory astronomy for non-science majors (Palma et al. 2014). In this presentation, we detail the design and development of a new online astronomy course to be offered through the M.Ed. Earth Science degree program. This course also uses a coherent content storyline approach (Roth et al. 2011), and will engage the teachers in investigations using authentic data within the Claims Evidence Reasoning framework (McNeill & Krajcik 2012). The course theme will be exploring exoplanets in order to show how these objects have forced us to reconsider some ideas in our model for the formation of the Solar System, which is a disciplinary core idea identified in the Next Generation Science Standards (citation). Course materials will be made available through Penn State's open courseware initiative and will be promoted to teachers throughout PA through the Pennsylvania Earth Science Teachers' Association (PAESTA). We gratefully acknowledge support from the NSF MSP program award DUE#0962792.

Teacher Acquisition of Functional Analysis Methods Using Pyramidal Training

Science.gov (United States)

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

2014-01-01

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

Initial Teacher Training: The French View.

Science.gov (United States)

Holyoake, John

1993-01-01

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

An Enquiry into Primary Student Teachers' Confidence, Feelings and Attitudes towards Teaching Arts and Crafts in Finland and Malta during Initial Teacher Training

Science.gov (United States)

Gatt, Isabelle; Karppinen, Seija

2014-01-01

Arts and crafts are connected with a variety of emotions, and the prospect of teaching these subjects could be a source of other emotions, not necessarily positive. This study explores the feelings and attitudes of student teachers towards arts and crafts prior to any training within their degree course and examines any changes that occur…

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

Science.gov (United States)

Chatigny, Céline; Lévesque, Sophie; Riel, Jessica

2012-01-01

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

New general radiation protection training course

CERN Document Server

2008-01-01

Some members of CERN personnel, users included, may have to work in supervised or controlled radiation areas, or may be concerned with activities involving the use of radioactive sources. According to CERN Safety rules all persons whose work may encounter ionising radiation risk must be adequately trained. This training must ensure that workers are informed about the potential health risks which could result from radiation exposure, about the basic principles of radiation protection and of the relevant radiation protection regulations as well as about safe working methods and techniques in radiation zones. Therefore the Organization organises mandatory general and work-specific radiation protection (RP) courses addressed to its personnel. These courses are also open to contractors’ personnel, in addition to the RP training they must receive from their employers. Based on the results of a pilot project, an improved general radiation protection course has been prepared. This...

New general radiation protection training course

CERN Multimedia

2008-01-01

Some members of CERN personnel, including users, may have to work in supervised or controlled radiation areas, or may be involved in activities involving the use of radioactive sources. According to CERN Safety Rules all persons whose work may be associated with ionising radiation risk must be adequately trained. This training must ensure that workers are informed about the potential health risks which could result from radiation exposure, the basic principles of radiation protection and the relevant radiation protection regulations as well as safe working methods and techniques in radiation zones. Therefore the Organization organises mandatory general and work-specific radiation protection (RP) courses for its personnel. These courses are also open to contractors’ personnel, in addition to the RP training they must receive from their employers. Based on the results of a pilot project, an improved general radiation protection course has been prepared. This new ½ day cours...

Professional development as seen by children’s education teachers in a training-research context

Directory of Open Access Journals (Sweden)

Marta Regina Brostolin

2015-07-01

Full Text Available This article presents part of a broader research developed between July 2010 and October 2013 and proposes an analysis of the professional development of four children’s education teachers participating in a training-research group. The resource used to give support to the reflections was the production of (auto biographical narratives stimulated by mnemonic resources such as photos, films, objects, etc. The analysis reflects their formative journeys and professional development. The fragments analyzed showed the progress of the teachers, from getting to know the school as a space for learning and professional development, remembering moments of initial training, teaching initiation and, later, investing in their career by means of new courses, lato and strictu sensu. The narratives also show that the teachers are aware of their obligation and of the complexity involved in educating a child universally, and of their vulnerability, as well as of the need for constructing their specific professional life that integrates knowledge on childhood in the 21st century.

Massive open online courses are relevant for postgraduate medical training

DEFF Research Database (Denmark)

Subhi, Yousif; Andresen, Kristoffer; Rolskov Bojsen, Signe

2014-01-01

INTRODUCTION: The CanMEDS framework describes seven roles in postgraduate training, but training and courses relevant to these roles can be limited. Massive open online courses (MOOCs) - free online courses in which anyone can participate, anywhere - may improve course participation. This study...... investigates the relevance of MOOCs for postgraduate medical training within the CanMEDS framework. MATERIAL AND METHODS: We extracted a list of all courses posted by the two largest MOOC providers, Coursera and EdX, and reviewed all course descriptions and categorised each course into one of three categories...

CERN Technical training: Available places in forthcoming courses

CERN Multimedia

HR Department

2010-01-01

The following course sessions are scheduled in the framework of the 2010 CERN Technical Training Programme and places are still available. You can find the full updated Technical Training course programme in our web catalogue. Software and system technologies ITIL Foundations (version 3) EXAMINATION\t13-DEC-10\t13-DEC-10\tEnglish\t1 hour Electronic design Cours de base Automation du bâtiment\t15-DEC-10\t17-DEC-10\tFrench\t3 jours Office software Sharepoint Collaboration Workspace\t13-DEC-10\t14-DEC-10\tEnglish\t2 days If you are interested in attending any of the above course sessions, please talk to your supervisor and/or your DTO, and apply electronically via EDH from the course description pages that can be found here under ‘Technical Training’ with the detailed course program. Registration for all courses is always open – sessions for the less-requested courses are organized on a demand-basis only. CERN Technical Training courses are open only to members of the CERN per...

Enlist micros: Training science teachers to use microcomputers

Science.gov (United States)

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

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

Designing a Materials Development Course for EFL Student Teachers: Principles and Pitfalls

Science.gov (United States)

Bouckaert, Marina

2016-01-01

This article presents an overview of a newly designed course in materials development at a teacher education institute in the Netherlands. It also includes an evaluation of the course by its participants, student teachers of English as a foreign language (EFL) in Dutch secondary schools. The course overview describes the aims and objectives of the…

Superfund Hazard Ranking System Training Course

Science.gov (United States)

The Hazard Ranking System (HRS) training course is a four and ½ day, intermediate-level course designed for personnel who are required to compile, draft, and review preliminary assessments (PAs), site inspections (SIs), and HRS documentation records/packag

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

African Journals Online (AJOL)

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

One University's Experience with Foreign-trained Teachers

Directory of Open Access Journals (Sweden)

Belinda Bustos Flores

2001-05-01

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

Exploring graduate teachers' perceptions of their praxis after an AELS course

Directory of Open Access Journals (Sweden)

Arnold, Laura Jane

2015-12-01

Full Text Available While speakers of English as an additional language are more common than native English speakers, most English teachers do not know how to teach plurilingual learners in their classrooms. Though studies have looked at the effect of teacher education on praxis, there is a dearth of studies in South Africa that have examined teachers’ perceptions of their praxis after a course on bilingual education models and practices. This study investigates whether in-service teachers feel that the ‘Paradigms and Methods in Applied English Language Studies’ course helped them to further develop their praxis. Students’ weekly reflection pieces were examined for evidence of critical reflection before interviews were conducted with three students who have taught, or are currently teaching in under-resourced areas. All participants reported that they had developed a more bilingual teaching praxis, but they often felt unsure of how to practically implement their learning from the course. Based on this finding two recommendations to lecturers and course coordinators of AELS courses are provided. Teacher praxis could be strengthened by 1 referring students to articles on bilingual education models and practices that mirror their teaching contexts and 2 explicitly teaching students how to reflect on implementing the theories that they have learned during the course within their classrooms.

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

NARCIS (Netherlands)

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

2010-01-01

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

Conceptions on the Teaching of Subtraction: A study Focused on an in-Service Teacher Training Course

Directory of Open Access Journals (Sweden)

Mario Martínez Silva

2004-05-01

Full Text Available This paper reports a research about a group of in-service teachers working in primary public schools in a poor urban zone in Monterrey city, Mexico. Its main aim was to study teachers’ conceptions about the teaching of subtraction and, in particular, to know more about the role that they assign to context and contextualizing in the teaching process. Broadly speaking, the research arose from the interest to know more about the relationship between the training and education in mathematics of primary teachers and how the teaching and learning of mathematics actually takes place at school.

Teacher Training in France in the Early 2010s

Science.gov (United States)

Lapostolle, Guy; Chevaillier, Thierry

2011-01-01

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

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston

Science.gov (United States)

Chen, R. F.; Pelletier, P.; Dorsen, J.; Douglas, E. M.; Pringle, M. S.; Karp, J.

2009-12-01

Inquiry-based, hands-on, graduate content courses have been developed specifically for Boston Public School middle school teachers of Earth Science. Earth Science I: Weather and Water and Earth Science II: The Solid Earth--Earth History and Planetary Systems have been taught a total of seven times to over 120 teachers. Several key attributes to these successful courses have been identified, including co-instruction by a university professor and a high school and a middle school teacher that are familiar with the Boston curriculum, use of hands-on activities that are closed related to those used in the Boston curriculum, pre- and post-course local field trips, and identification of key learning objectives for each day. This model of professional development was developed over several years in all disciplines (Earth Science, Physics, Biology, Chemistry) by the Boston Science Partnership (BSP), an NSF-funded Math Science Partnership program. One of the core strategies of the BSP is these Contextualized Content Courses (CCC), graduate level, lab-based courses taught at either UMass Boston or Northeastern University during summer intensive or semester formats. Two of the eleven courses developed under the grant are Earth Science I & II. This presentation shares the model of the CCC, the impact on teacher participants, the value of these courses for the professor, and lessons learned for successful professional development. Findings about the courses’ impact and effectiveness come from our external evaluation by the Program Evaluation Research Group (PERG). The combination of content and modeling good instructional practices have many positive outcomes for teachers, including increased self-efficacy in science understanding and teaching, positive impacts on student achievement, and teacher shifts from more traditional, more lecture-based instructional models to more inquiry approaches. STEM faculty members become involved in science education and learn and practice new

38 CFR 21.4262 - Other training on-the-job courses.

Science.gov (United States)

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Other training on-the-job... § 21.4262 Other training on-the-job courses. (a) General. An “other training on-the-job” course is any training on the job which does not qualify as an apprentice course, as defined in § 21.4261, but which...

Teacher training: the quick fix that stuck.

Science.gov (United States)

Coldevin, G

1988-01-01

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

Interpersonal Skills Training: Online versus Instructor-Led Courses.

Science.gov (United States)

Gilmore, Erika R.; Fritsch, Paula J.

2001-01-01

Compares instructional methods used in interpersonal skills training courses delivered online to the methods used in similar courses delivered in a traditional instructor-led classroom. Discusses implications for performance improvement professionals who are responsible for selecting and designing interpersonal skills training interventions.…

OEI, GTTP and Adventurers of the Universe: training teachers and disseminating science in the South of Brazil

Science.gov (United States)

Pavani, D. B.; Saraiva, M. F. O.; Dottori, H.

2014-10-01

Itinerant Educative Observatory (OEI) is a permanent program of our Department of Astronomy since 1999. It aims to lecture Astronomy to teachers of fundamental and middle levels, using attractive resources such as telescopic observations, audiovisuals, and multimedia. The training courses are requested by different cities of Rio Grande do Sul and nearby states and are organized by a local committee of the requesting city. In 2014, with federal funds, we are uniting efforts with other extension project: the Galileo Teacher Training Program (GTTP). This is an international program developed to train teachers in the effective use of astronomy education tools and resources in their science classes. The program, that is a legacy of IYA2009, aims to create a worldwide network of Galileo Ambassadors the promoters of the training workshops and Galileo Teachers the teachers who bring the learned methodologies into classroom. To supplement these activities, we initiated a new program in 2012 called Adventurers of the Universe. University professors, undergraduates students and teachers of high-school and elementary school of social vulnerable communities develop transdiciplinary didactic sequences where Astronomy is the central focus to motivate different processes of teaching and learning, considering different learning levels, designed for direct use in the classroom. The objective of the program is to contribute to the didactic transposition through the discussion about how to relate astronomy with other science and non-science disciplines. In 2012 we collaborated with 20 teachers of one school, and 900 students. In 2013, the collaborations were expanded to include teachers and students of 3 other schools.

Negotiation Training Courses for Natural Resource Professionals

Science.gov (United States)

Burkardt, Nina; Swann, M. Earlene; Walters, Katherine

2006-01-01

FORT's Policy Analysis and Science Assistance Branch (PASA) has been conducting and publishing research on multi-party natural resource negotiation since the 1980s. This research has led to the development of basic and advanced negotiation training courses. Each course is two-and-a-half days. Both courses are a mix of lecture, hands-on training, and discussion. Please join us and other natural resource professionals facing similar problems and share your experiences. Come prepared to candidly discuss examples of successes to embrace, stalemates to recognize, and pitfalls to avoid in natural resource negotiations.

Incorporating nanoscale science and technology into secondary school curriculum: Views of nano-trained science teachers

Directory of Open Access Journals (Sweden)

Antti Laherto

2011-09-01

Full Text Available The growing societal significance of nanoscience and nanotechnology (NST entails needs for addressing these topics in school curricula. This study lays groundwork for responding to those needs in Finland. The purpose was to analyse the appropriateness of NST for secondary school curriculum contents. First, a week-long in-service teacher training course was arranged on content knowledge of NST. After attending the course, 23 experienced science teachers were surveyed regarding their views on the educational significance of these issues, and on prospects for including them into the curriculum. A questionnaire with open-ended questions was used. Qualitative content analysis of the responses revealed that the respondents considered NST as desirable contents for secondary school, but arranging instruction is problematic. The teachers emphasised the educational significance of many applications, scientific principles and ethical issues related to NST. The outcomes are discussed with reference to recent studies on teachers’ barriers and educational concerns regarding NST.

Southwest University's No-Fee Teacher-Training Model

Science.gov (United States)

Chen, Shijian; Yang, Shuhan; Li, Linyuan

2013-01-01

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

Snapshots of Authentic Scientific Inquiry and Teacher Preparation: Undergraduate STEM Courses, Preservice and Inservice Teachers' Experiences

Science.gov (United States)

French, Debbie Ann

In this dissertation, the researcher describes authentic scientific inquiry (ASI) within three stages of teacher preparation and development: a1) undergraduate STEM courses, b2) preservice secondary science education methods courses, and c3) inservice teacher professional development (PD). Incorporating (ASI)-- pedagogy closely modeling the research practices of scientists--is at the forefront of national science, technology, engineering, and mathematics (STEM) initiatives and the Next Generation Science Standards (NGSS). In the first of three research articles, 42 students participated in an introductory astronomy course which employed inquiry-based pedagogy. The researcher administered the Test Of Astronomy STandards (TOAST) pre/post instruction. In the second article, 56 preservice secondary science teachers completed ideal lesson plan scenarios before and after 80 hours of methods instruction. The researcher scored the scenarios using a rubrirubric developedc according to the NGSS Science and Engineering Practices, and analyzed the components from the scenarios. The third article surveyed 63 inservice STEM teachers with prior research and industry experience. The researcher highlights teacher ASI perspectives. Overall, teachers incorporated opportunities for K-20 students to use scientific instrumentation and technology to collect and analyze data, work collaboratively, and develop evidence-based conclusions. Few teachers provided opportunities for students to ask scientific questions or disseminate results, suggesting the need that teachers (at all levels) need scaffolded instruction in these areas. The researcher argues that while ASI and STEM PDs are effective for teachers, developing similar interest, on-going communities of practice may provide support for teacher to implement the ASI practices in their classrooms.

Technical Training: CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. TECHNICAL TRAINING Monique Duval tel. 74924 technical.training@cern.ch Would you need to enhance your skills in Microsoft Office applications or Outlook ? A new "blended learning" course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training course for Microsoft Applications. The next session will take place on February 26, Thursday morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while ...

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

Science.gov (United States)

PSI Associates, Inc., Washington, DC.

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

Improving Chemistry Education by Offering Salient Technology Training to Preservice Teachers: A Graduate-Level Course on Using Software to Teach Chemistry

Science.gov (United States)

Tofan, Daniel C.

2009-01-01

This paper describes an upper-level undergraduate and graduate-level course on computers in chemical education that was developed and offered for the first time in Fall 2007. The course provides future chemistry teachers with exposure to current software tools that can improve productivity in teaching, curriculum development, and education…

Training graduate students to be teachers

Directory of Open Access Journals (Sweden)

de-Macedo D.V.

1999-01-01

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

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2008-01-01

The following course sessions are scheduled in the framework of the 2008 CERN Technical Training Programme and places are still available. You will find the full updated Technical Training course programme in our web-catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Windows Vista\t(Français)\t11.07\t½ journée SOFTWARE AND SYSTEM TECHNOLOGIES Advanced Python-Hands-on\t(English)\t07-09.07\t3 days MECHANICAL DESIGN ANSYS CFX\t(Français)\t28-31.07\t4 jours If you are interested in attending any of the above course sessions, please talk to your supervisor and/or your DTO, and apply electronically via EDH from the course description pages that can be found at: http://cta.cern.ch/cta2/f?p=110:9 under ‘Technical Training’ with the detailed course program. Registration for all courses is always open – sessions for the less-requested courses are organized on a demand-basis only. CERN Technical Training courses are open only to members of the CERN personnel (staff members and fellows; associates, stude...

International training course on uranium exploration

International Nuclear Information System (INIS)

Barretto, P.M.C.

1978-01-01

Full text: As part of its Technical Assistance Programme for developing countries, the IAEA has conducted a series of training courses in prospecting for nuclear raw materials for example, in 1974 a regional course on uranium and thorium prospecting was held in India, and an interregional training course on uranium geochemical prospecting methods was held in Austria in 1975. In September 1977, another interregional training course on uranium geochemical prospecting methods was held at Skofja Loka, Slovenia, Yugoslavia. Twenty-four delegates from Afghanistan, Algeria, Argentina, Bolivia, Chile, Colombia, Czechoslovakia, India, Indonesia, Malaysia, Philippines, Portugal, Sri Lanka, Turkey, Venezuela and Yugoslavia participated in the four-week training course. The Federal Republic of Yugoslavia acted as host for the course. The Skofja Loka area was selected because it contains sedimentary rocks with known uranium mineralization, and presented ideal conditions (soil, drainage and topography) for Uranium geochemical surveys. In addition, the participants could benefit from a technical visit to a very interesting type of uranium mineralization near the town of Gorenje Vaz. Several well-known geologists, such as Dr. A. Grimbert (France) and Prof. Ian Nichol (Canada) were present as guest lecturers. In the first week the lectures dealt with the basic concepts of geochemical exploration for uranium, as well as preparing the participants for the field work. In addition to specific topics on geochemistry and uranium behaviour in the natural environment, the lectures also covered other topics of interest, such as world uranium resources and demand, types of uranium deposits and technical advances in exploration equipment. A visit to the Zirovski Vrh uranium mine was made, where the participants saw different techniques for mining ore bodies with complex structure and rapid change in grade concentration. At the end of the mine tour, there was a lengthy discussion of

Challenges of Teacher Training in Sex Education

Directory of Open Access Journals (Sweden)

María Luisa Preinfalk-Fernández

2015-01-01

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

Technical Training: CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. TECHNICAL TRAINING Monique Duval tel. 74924 technical.training@cern.ch Would you need to enhance your skills in Microsoft Office applications or Outlook ? A new "blended learning" course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training course for Microsoft Applications. The next sessions will take place on the 19 and 26 February (Thursday mornings), with 8 participants at most. Course sessions will be self-paced and self-directed, with participants...

Online collaboration, teachers training and ICT in the classroom: a case study

Directory of Open Access Journals (Sweden)

Risoleta DE JESUS PINTO

2013-12-01

Full Text Available ICT is changing not only ways of life, but also the individuals’ minds and cultures of different social groups.  For these reason, it is supposed that schools appear as innovation centers focused on the network society. However, previous research accomplished under the Network of Municipal Observatories for Literacy and Digital Inclusion has revealed that despite teachers in primary schools acknowledge the importance of digital technologies and the Internet, they occasionally use these technologies, justifying this low level of use on a lack of pedagogical skills. Additionally, the single teacher in primary schools has led to cultures of professional isolation that hinder the dynamics of networking, a fundamental dimension to the promotion of digital literacy.Given these facts and the theoretical review about learning in virtual environments, we offered an online teachers training course about ICT to primary schools teachers, in Santarém, Portugal. The results enhance the positive value of joint dynamics among teachers, which contributes to their professional development, as well as leads to the inclusion of ICT in the classroom.

Participation in an experiential education professional development course: An analysis of the teacher experience

Science.gov (United States)

McNamee, Dana Crosby

Experiential education opportunities are recommended in science classrooms but due to budget and time constraints (Cowart, 2010; Dallimore, et al., 2010; Johnson, 2007) schools often resort to simple science inquiry (Chinn, 2002). While many programs exist with the intention of providing teachers with experiential education opportunities, often these are short-term day trips that do not provide the same learning benefits that an extended program would (Gulamhussein, 2013). To help address these issues in their own classrooms, middle and high school teachers from New England voluntarily chose to participate in an experiential education professional development course. This study examined how the individuals' teaching had or had not changed as a result of their participation in this course. The question that guided this research was: * How do teachers benefit, and how do teachers perceive their students benefit, after their participation in an experiential education professional development course? . Research focused on teachers from middle and high schools across New England who completed a three-day program. Their participation in the course was entirely voluntary. The course goal was to provide teachers with the skills to be able to understand and apply experiential education pedagogy and principles in their classrooms. This interpretative phenomenological analysis found that all participating teachers had made changes to their curriculum and teaching methodologies as a result of their participation in the professional development course. While the experiential learning model (Kolb, 1984) played a significant role how the professional development was implemented during the professional development course for teachers, only portions of the experiential learning model were present when teachers implemented those lessons into their own classes. Regardless, teachers found that students had been impacted through the engagement they felt and the connections they made to

Improving of professional training of future primary school teachers by means of independent work

Directory of Open Access Journals (Sweden)

Інна Анатоліївна Нагрибельна

2015-03-01

Full Text Available The issue of independent professional and methodological training of future primary school teachers in the context of higher education reforming in Ukraine is analyzed in the article. The attention is focused on the role of independent work as an important means of students' professional development. The model of the individual work topic in the course "Methods of Teaching Ukrainian Language" is given

Enhancing Science Teacher Training Using Water Resources and GLOBE

Science.gov (United States)

Falco, James W.

2002-01-01

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

Disability, movies, imaginary and teacher training

Directory of Open Access Journals (Sweden)

Maria Inês Naujorks

2011-12-01

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

IAEA training course series TCS-37 clinical training of medical physicists specializing in radiation oncology

International Nuclear Information System (INIS)

Inamura, Kiyonari

2015-01-01

Training program IAEA TCS-37 (Training course series No.37) 'Clinical Training Specializing in Radiation Oncology (2009)' was fixed to practical training syllabus at faculty and graduate course of medical physics of a university. TCS-47 for diagnostic radiology (2010) and TCS-50 for nuclear medicine (2011) were also involved in the syllabus. These training courses had been developed by IAEA RCA RAS6038 project since 2002. In this paper, first, comparison with other training programs in the world was made in terms of (1) Degree of extent of subject or field, (2) Concreteness or specificity, (3) Degree of completion, (4) Method of certification and (5) Practicability. IAEA TCS series got the most points among ten programs such as EMERALD/EMIT, AAPM rpt. No.90 and CAMPEP accredited programs. Second, TCS-37, TCS-47 and TCS-50 were broken down to 6, 5 and 6 subjects of training course respectively. Third, each subject was further broken down to 15 times of training schedule where every time was composed by 3 hours of training. Totally 45 hours of a subject were assigned to one semester for getting one unit of credit. Seventeen units should be credited up to three years in graduate course to finish the whole program. (author)

Nuclear criticality safety: 2-day training course

International Nuclear Information System (INIS)

Schlesser, J.A.

1997-02-01

This compilation of notes is presented as a source reference for the criticality safety course. At the completion of this training course, the attendee will: be able to define terms commonly used in nuclear criticality safety; be able to appreciate the fundamentals of nuclear criticality safety; be able to identify factors which affect nuclear criticality safety; be able to identify examples of criticality controls as used as Los Alamos; be able to identify examples of circumstances present during criticality accidents; have participated in conducting two critical experiments; be asked to complete a critique of the nuclear criticality safety training course

Nuclear criticality safety: 2-day training course

Energy Technology Data Exchange (ETDEWEB)

Schlesser, J.A. [ed.] [comp.

1997-02-01

This compilation of notes is presented as a source reference for the criticality safety course. At the completion of this training course, the attendee will: be able to define terms commonly used in nuclear criticality safety; be able to appreciate the fundamentals of nuclear criticality safety; be able to identify factors which affect nuclear criticality safety; be able to identify examples of criticality controls as used as Los Alamos; be able to identify examples of circumstances present during criticality accidents; have participated in conducting two critical experiments; be asked to complete a critique of the nuclear criticality safety training course.

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....

ADHD in Preschool: Approaches and Teacher Training

Science.gov (United States)

Singh, Ajay; Squires, Jane

2014-01-01

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

Perceived learning effectiveness of a course Facebook page: teacher-led versus student-led approach

Directory of Open Access Journals (Sweden)

Tugba Orten Tugrul

2017-01-01

Full Text Available This research aims to compare the perceived effectiveness of teacher -led and student-led content management approaches embraced in a course Facebook page designed to enhance traditional classroom learning. Eighty-five undergraduate marketing course students voluntarily completed a questionnaire composed of two parts; a depiction of a course Facebook page where both teacher and students can share instructional contents, and questions about perceived learning effectiveness. The findings indicate that students have more favorable evaluations of a student-led approach in sharing instructional contents on a course Facebook Page than a teacher-led approach. Additionally, it is shown that instructional contents posted by both teacher and students enhance the overall learning effectiveness of a course Facebook page incorporated into a traditional classroom teaching.

CERN Technical Training: Autumn 2007 Course Catalogue

CERN Multimedia

2007-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2007. You may find the full updated Technical Training course programme in our web-catalogue. OFFICE SOFTWARE CERN EDMS MTF en pratique F 4.9 1/2 d WORD 2007 (Short Course III) - How to work with long documents E/F 14.9 1/2 d FrontPage 2003 - niveau 1 E/F 17-18.9 2 d WORD 2007 - Niveau1: ECDL F 20.-21-9 2 d ACCESS 2007 - Level 1: ECDL E 20-21.9 2 d EXCEL 2007 (Short Course I) - How to work with Formulae E/F 21.9 1/2 d CERN EDMS Introduction E 24.9 1 d Java 2 Enterprise Edition - Part 1: Web Applications E 24-25.9 2 d Outlook 2007 (Short Course II) - Calendar, Tasks and Notes E/F 28.9 1/2 d Outlook 2007 (Short Course III) - Meeting and Delegation ...

Safety Training: Basic Safety and Access Courses

CERN Multimedia

Antonella Vignes

2005-01-01

Objective The purpose of the basic safety courses is to increase awareness for everyone working on the CERN site (CERN staff, associates, outside companies, students and apprentices) of the various existing on-site hazards, and how to recognize and avoid them. Safety course changes The current organization for basic safety courses is changing. There will be two main modifications: the organization of the courses and the implementation of a specific new training course for the LHC machine during the LHC tests and hardware commissioning phase. Organizational changes This concerns the existing basic safety training, currently called level1, level2 and level3. Under the new procedure, a video will be projected in registration building 55 and will run every day at 14.00 and 15.00 in English. The duration of the video will be 50 minutes. The course contents will be the same as the slides currently used, plus a video showing real situations. With this new organization, attendees will systematically follow the...

Safety Training: basic safety and access courses

CERN Multimedia

2005-01-01

Objective The purpose of the basic safety courses is to increase awareness for everyone working on the CERN site (CERN staff, associates, outside companies, students and apprentices) of the various hazards existing on site, and how to recognise and avoid them. Safety course changes The current organisation of basic safety courses is changing. There will be two main modifications: the organisation of the courses and the implementation of a specific new training course for the LHC machine during the LHC tests and hardware commissioning phase. Organisational changes This concerns the existing basic safety training, currently called level 1, level 2 and level 3. Under the new procedure, a video will be projected in registration building 55 and will run every day at 14.00 and 15.00 in English. The duration of the video will be 50 minutes. The course contents will be the same as the slides currently used, plus a video showing real situations. With this new organization, participants will systematically follow...

CERN Technical Training - New courses available at CERN!

CERN Multimedia

HR Department

2010-01-01

1. - The “Web 2.0 development with AJAX” is a 3 day course. This hands-on AJAX course provides the knowledge needed to design and develop Web 2.0 websites. Through a series of lectures and practical examples you will learn the power of the JavaScript XML Http request object and how it can be used to add advanced interactivity to your website. This course gives an overview of the main AJAX frameworks and Web 2.0 techniques. The course will take place, in English, from 28 to 30 June 2010 in the CERN Technical Training Centre. Registrations are open on the Technical Training page. For more information on our catalogue or for questions/comments, contact us at Technical.Training@cern.ch 2. - “CAO = Allegro Design Entry HDL Front-to-Back Flow v16.3” is a 3 day course. In this course, you will learn how to create board-level schematic designs with Design Entry HDL. You will explore the integration between Design Entry HDL and other tools in the design flow, including the A...

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

Directory of Open Access Journals (Sweden)

N. G. Таgiltseva

2016-01-01

music, specifics of individual equipment and its esthetic features of each musician. Basic abstracts which are offered to be created by students in the course of such reflection can be used further by them in real professional activity as the main material for the musical analysis of works at school lessons.Practical significance. Recommendations on the ways realization of polyart education, method of prospect and a retrospective, perception and reflection of music and also modern tutorials of students are offered: the computer, a movie camera for vocational training of future music teachers who are trained in cello performance.

CERN technical training: available places in forthcoming courses

CERN Multimedia

HR Department

The following course sessions are scheduled in the framework of the 2009 CERN Technical Training Programme and places are still available. You can find the full updated Technical Training course programme in our web catalogue. Software and system technologies Developing secure software\t07-DEC-09\t07-DEC-09\t0.5 day\tEnglish PERL 5 - Advanced Aspects\t10-DEC-09\t10-DEC-09\t1 day\tEnglish Electronic design LabVIEW - Working efficiently with LabVIEW 8\t07-DEC-09\t07-DEC-09\t1 day\tEnglish Mechanical design Office software Sharepoint Designer (Frontpage) - Level 1\t07-DEC-09\t08-DEC-09\t2 days\tEnglish Special course Egroups training\t15-DEC-09\t15-DEC-09\t0.5 jour\tFrench If you are interested in attending any of the above course sessions, please talk to your supervisor and/or your DTO, and apply electronically via EDH from the course description pages that can be found here under ‘Technical Training’ with the detailed course program. Registration for all courses is always open – se...

Technical Training: CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. TECHNICAL TRAINING Monique Duval tel. 74924 technical.training@cern.ch The Instructor-led CERN WBTechT course for Microsoft Applications is a new type of course offered in the framework of the Technical Training Programme, combining instructor-led and computer-based multimedia training, also known as "blended learning". The next sessions will take place on the 12, 19, and 26 February (Thursday mornings), and subsequent sessions will be organised following demand. Based on the new ElementK 2004 CERN WBTechT catalogue, courses will be self-paced and self-d...

Training scientist from developing countries

International Nuclear Information System (INIS)

Schultze-Kraft, P.

1987-01-01

The system of the training of specialists at the IAEA training courses, which are organized on interregional, regional and national basis, is presented. The necessity in the training of specialists in the given field, which is expressed by the states asking for assistance, is the main criterion for choosing subjects at the training courses. The IAEA has concentrated its attention on the courses in the following three directions: courses on the planning (expansion of power systems, prediction of needs in electric power); courses on the supervision (project realization, safety and reliability of NPP operation, radiation protection); courses for NPP construction inspectors, site selection, safety assessment. Training of teachers for national personnel is one of the new directions

Technical Training: CERN Technical Training 2004 - Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on 7 September, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the app...

Technical Training: CERN Technical Training 2004 - Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the ...

Proposal for the International Atomic Energy Agency Training Course

International Nuclear Information System (INIS)

McCarthy, T.L.

1994-06-01

The Hanford Site has hosted similar activities, including both Hanford Summits I and II. The Hanford Summits were two-day televised events to discuss the commitment of the current Presidential administration to the environmental restoration of the Hanford Site. Public involvement and strategic issues established from Hanford Summit I include: Regulatory issues, training and education, economic development and partnership, and technology transfer. Hanford Summit II provided a summary of how Secretary of Energy O'Leary is proceeding on the above strategic issues. The DOE and Westinghouse School for Environmental Excellence frequently offers a six-week course for environmental professionals and workers. Approximately thirty to forty individuals attend the training course, which provides training in environmental regulation compliance. The Hanford Site has hosted two previous International Atomic Energy Agency training courses. The courses lasted two weeks and had approximately eight to ten participants. Nuclear Material Management and Neutron Monitoring were the courses hosted by the Hanford Site

Teachers' and students' reactions to the Revised Nuffield A-Level Physics Course (RNAP)

Science.gov (United States)

Sela, David

1990-07-01

A battery of questionnaires and interviews with teachers and students experienced in RNAP, produced statistical data on many aspects of the course that leads to some guidelines and suggestions for better use of the course design and materials. The patterns described in this article relate to the responses of almost 200 teachers and about 100 students who were teaching and studying RNAP course during school year 1987/8. Though many of them criticised some aspects of the course, generally they were very enthusiastic about it and most of the information they gave us was accurate and reliable. The A-level physics teachers can choose either a `traditional' course or RNAP. We found that most of them don't like to change from one course to another. In the few cases it was done, the reasons generally were like `changing of school', `decreasing number of A-level physics students' or similar reasons. Most of RNAP teachers were keen about the course, its objectives and the way it prepares the students toward higher education as physicists or in other areas. Though pointing out its weaknesses, when comparing it with a `traditional' course, they stress much upon its advantages. We found a tendency to favour the course for the able student than for the weak or the average one. There was more than a feeling among teachers that the less motivated student can better succeed in a `traditional' course. This feeling became even stronger along the interviews where some teachers pointed out the high proportion of the selective schools doing RNAP, which made it more difficult (according to their feeling) for the average student to get an A or B grade. In some of the teachers' opinions RNAP is less suitable for girls who prefer a more `straightforward' course. It is interesting to point out that more than 50% of the students found the course more difficult than they expected it to be. Only 5% found it to be easier than they had suggested. Another point to think about is that almost one

Brief history of curriculum and teacher training in Colombia

Directory of Open Access Journals (Sweden)

Gerardo Bazante Caldas

2006-02-01

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

#FramingFragmentsofThought - Exploring the Role of\\ud Social Media, in Developing Emergent Reflective\\ud Practitioners in Initial Teacher Training

OpenAIRE

Warnock, Christopher

2017-01-01

#framingfragmentsofthought considers the changing dynamic of teacher education and the relevance of digital pedagogical changes in course instruction. It explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and a...

The Relationship between Teacher Candidates' Attitudes towards Teacher Credentialing Courses and Instructor Behavior

Science.gov (United States)

Gül, Ibrahim

2017-01-01

The aim of this research is to examine the relationship between the attitudes of prospective teachers towards teaching profession courses and teaching staff behaviors. The research is a quantitative study. The study's study group is composed of 537 education faculty student. "Attitude Scale towards Credentialing Courses" and…

Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers

Science.gov (United States)

Foulger, Teresa S.; Buss, Ray R.; Wetzel, Keith; Lindsey, LeeAnn

2015-01-01

We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were…

Foreign Language Usage by Secondary Education EFL Teachers

Directory of Open Access Journals (Sweden)

Sophia Kakavoula

2010-02-01

Full Text Available In the last few decades there is growing interest in pre- and in- service teacher education which aims to help teachers keep up to date with new trends and developments in the field of education. Although this movement has resulted in upgraded approaches to the design and implementation of teacher training courses, most of them focus mainly on theoretical and methodological issues neglecting the systematic improvement and development of English teachers’ language proficiency and competence. However, it is a reality that several teachers sometimes feel uncomfortable with using the foreign language inside and outside the classroom. The present research investigates how comfortable teachers feel with their foreign language proficiency, whether their confidence in using it influences in any way their teaching practices and whether there is a need for in-service teacher training courses targeting teachers’ language development and improvement. From the analysis of the research data we are able to assume that teachers of English feel that there are deficiencies in their foreign language proficiency and competence and admit that their participation in training courses targeting their language development would improve not only their language proficiency but their actual teaching practices as well.

A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

Science.gov (United States)

Jönsson, Bo-Anders

2005-09-01

Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

Design training activity for teachers and students on environmental science topic in the frame of ENVRIPLUS project

Science.gov (United States)

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

2016-12-01

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.

CERN Technical Training 2006: ANSYS Course Sessions (August-September 2006)

CERN Multimedia

Davide Vitè

2006-01-01

If you wish to participate in one of the following courses, please tell to your supervisor and apply electronically from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training'form available from your Departmental Secretariat or from your DTO (Departmental Training Officer). Applications will be accepted in the order in which they are received. The following ANSYS course sessions are currently scheduled in the framework of the CERN Technical Training Programme 2006, and in collaboration with CAD-FEM AG (CH): ANSYS DesignModeler (course in French): 29-30.8.2006 (2 days) ANSYS Workbench (course in French): 12-15.9.2006 (4 days, only 3 places available) If you are interested in attending any of the above course sessions, please discuss with your supervisor and/or your DTO, and apply electronically via EDH from the course description pages that can be found at http://cta.cern.ch/cta2/f?p=300 under 'Upcoming course sessions', with th...

Teacher training by means of a school-based model

African Journals Online (AJOL)

21172714

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

Sentiment analysis of the ICT4Rural education teacher professional development course

CSIR Research Space (South Africa)

Featherstone, Coral

2015-05-01

Full Text Available between these terms. The specifics of the techniques used are discussed in more detail in the section below. 4 Basic techniques of opinion assessment Teachers were asked to complete a “happy sheet” after each module training was completed. The purpose... of the “happy sheets” was to obtain general information about the Module training and facilitator, the relevance of the training to the needs of the teachers and teacher confidence in using the skills learnt in the training. The “happy sheet” instrument...

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

Science.gov (United States)

PSI Associates, Inc., Washington, DC.

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

An On-line Microcomputer Course for Pre-service Teachers.

Science.gov (United States)

Abkemeier, Mary K.

This paper describes "Microcomputer Applications for Educators," a course at Fontbonne College for pre-service teachers which introduces the educational applications of the computer and related technologies. The course introduces students to the Macintosh computer, its operating system, Claris Works 4.0, and various other educational and…

Improving Teacher Talk through a Task-Based Approach

Science.gov (United States)

Moser, Jason; Harris, Justin; Carle, John

2012-01-01

This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach "communicative English" for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher…

Language Training: English Courses

CERN Multimedia

Françoise Benz

2005-01-01

General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. T...

Language Training: English Courses

CERN Multimedia

Françoise Benz

2005-01-01

General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. Th...

The development of NPP operational safety training courses

International Nuclear Information System (INIS)

Lee, Chang Kun; Lee, Duk Sun; Lee, Byung Sun; Lee, Won Koo; Juhn, Heng Run; Moon, Byung Soo; Cho, Min Sik; Lee, Han Young; Moon, Hak Won; Seo, Yeon Ho

1987-12-01

The objective of the project is to develop a training course text for the betterment of reactor operation and assurance of its safety in general by providing training materials of the advanced compact nuclear simulator which will become operation in September 1988. Main scope and contents of the project are as follows: - compilation of basic data related to simulator operation and maintenance as well as the comparative analysis with respect to simulator materials in foreign countries - method of training by simulator - review the training status by simulator in foreign countries - development of training course in the field of reactor safety It is expected that the results will be reflected to the actual training and retraining of the reactor operating crew so as to improve and update their capabilities in training fashion. (Author)

Safety Training: "Manual Handling" course in September

CERN Multimedia

Safety Training, HSE Unit

2016-01-01

The next "Manual Handling" course will be given, in French, on 26 September 2016. This course is designed for anyone required to carry out manual handling of loads in the course of their work.   The main objective of this course is to adopt and apply the basic principles of physical safety and economy of effort. There are places available. If you are interested in following this course, please fill an EDH training request via our catalogue. 

Computer Assisted Instruction in Teacher Education: A Full Length Course.

Science.gov (United States)

Cartwright, G. Phillip

Pennsylvania State University has developed, evaluated, and implemented a series of modules and an entire three-credit teacher education course which is offered completely by microcomputer. The course is entitled "Educating Special Learners." The modules use the Apple II series and the IBM PC series. Evaluation of the course, based on…

The Effectiveness of Conceptual Map Training Method on the Achievement of Social-Economic Skill Course in Male Students with Intellectual Disability

Directory of Open Access Journals (Sweden)

Masoume Pourmohamadreza Tajrishi

2013-04-01

Full Text Available Objectives: The aim of present study was to determine the effectiveness of conceptual map training method on the achievement of social-economic skill course in male students with intellectual disability. Methods: This study was semi-experimental and 34 male students with intellectual disability who were educating in 3rd grade at pre-professional level in high school selected randomly from Talash Exceptional Center in Tabriz City. Their academic achievement in social-economic skill course were assessed by teacher-made and performance tests. Subjects were assigned in control and experimental groups randomly and equally. Experimental group participated in 8 sessions and were trained by conceptual map method for one month (8 sessions 2 sessions weekly. At the end of eightieth session and one month later, subjects answered to teacher-made and performance tests again. Data were analyzed by analysis of covariance. Results: Findings showed that the conceptual map training method had positive effect on achievement of social-economic skill in students (P<0.01. But, its effectiveness wasn’t persistent after one month in follow-up test. Discussion: Regarding to positive effects of conceptual map training method on meaningful learning, it seems as an effective method for intellectually disabled male students who require deep learning to understand the content of their lessons.

A teachers' guide to teaching medical interviewing.

Science.gov (United States)

Tanner, L A; Silverman, G

1981-03-01

Success in teaching a course in medical interviewing requires competence on the part of instructors, who also need training, and have to provide a structured approach. Problems encountered by course coordinators at the Department of Family Medicine, University of Miami School of Medicine, Miami, Florida have been: (1) a shortage of skilled teachers; (2) inadequate motivation of instructors for teaching the course; (3) differences in content, teacher's style, and outcomes from small groups; and (4) ambiguities in structure or guidelines provided for teachers. The development of a teacher's guide, giving specific objectives and step-by-step methods for teaching significantly improved teacher satisfaction and commitment to the course, as well as student learning.

Preservice Agriculture Teachers' Perceived Level of Readiness in an Agricultural Mechanics Course

Science.gov (United States)

Blackburn, J. Joey; Robinson, J. Shane; Field, Harry

2015-01-01

This longitudinal trend study sought to compare the perceptions of preservice agricultural education teachers, enrolled in a Metals and Welding course at a land grant university, on their welding related skills at the beginning of the semester to their final course grade at the end of the semester. Preservice agriculture teachers (N = 240) who…

CERN Technical Training 2006: ANSYS Course Sessions (August-September 2006)

CERN Multimedia

2006-01-01

The following ANSYS course sessions are currently scheduled in the framework of the CERN Technical Training Programme 2006, and in collaboration with CAD-FEM AG (CH): ANSYS Design Modeler (course in French): 29-30.8.2006 (2 days) ANSYS Workbench (course in French): 12-15.9.2006 (4 days, only 2 places available) If you are interested in attending any of the above course sessions, please discuss with your supervisor and/or your DTO, and apply electronically via EDH from the course description pages that can be found at under "Upcoming course sessions", with the detailed course programmes. The complete training offer of ANSYS courses at CERN can be found at the same website, under the Mechanical Design curriculum. CERN Technical Training courses are open only to the members of CERN personnel (staff members and fellows; associates, students, users, project associates; apprentices: employees of CERN contractors, with some restrictions). In particular, quoted prices and programmes refer specifically to the CERN ...

Evaluation of DynED Courses Used in Elementary Schools From the Views of Teachers in Turkey

Directory of Open Access Journals (Sweden)

Gökhan BAŞ

2010-04-01

Full Text Available In this study, it was aimed to evaluate DynED courses used in English classes in elementary schools of Turkey from the views of teachers. The study was conducted with the students and teachers in Nigde, Turkey in the spring term of 2008-2009 academic year. The participants of the study were twelve English language teachers from six elementary schools. Two teachers from each school participated in the study which makes totally twelve English language teachers. Six teachers from some rural area elementary schools and six teachers from city centre elementary schools participated in the study. The teachers were selected randomly. The data of this study were analysed through descriptive analysis techniques by using NVivo2 Qualitative Data Analysis Programme. In this study, semi-structured illustrative qualitative research method was used. Consequently, the teachers stated that they were applying DynED courses in schools. Similarly, they had positive observations during the application of these courses. On the other hand, they stated that they faced with some difficulties such as technological problems, limited time of English courses at school and school principals‟ negative attitudes towards the usage of these courses, etc. They also stated other difficulties and problems they faced in the duration of DynED courses at school.

Changing a Course of Action: Teachers' E-mail Discussion.

Science.gov (United States)

Serafin, Ana Gil

This study examined the e-mail interactions of teachers who were graduate students in an educational leadership program at a commuter university. Participants attended a 3-hour-per-week course. The instructor inserted into the course syllabus an assessment plan that required computer use, making the students responsible for accessing the…

Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers

Science.gov (United States)

Rogers, Kimberly Cervello; Steele, Michael D.

2016-01-01

Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by…

THE PRACTICE OF USING MULTIMEDIA TRAINING COURSES IN TEACHING COURSES OF SPECIALIZATION

Directory of Open Access Journals (Sweden)

Dmitry A. Suslov

2015-01-01

Full Text Available The implementation of competence-based approach involves a wide use in the educational process of active and interactive forms of training; the article describes the experience of using multimedia training courses in the teaching specialization.

The Art of Teaching Reading: A Study of Teachers' Perceptions of Their Teacher Education Reading Course

Science.gov (United States)

Lebsock, Rene Mendel

2016-01-01

This qualitative study examined the influence of a teacher education reading course on teachers' actual classroom reading instruction. The research included a pilot study, followed by a full study consisting of a demographic survey and four focus groups. Fifteen teachers, 9 beginning (1 to 3 years of experience), and 6 seasoned (4 to 8 years of…

A multi-method evaluation of a training course on dual diagnosis.

LENUS (Irish Health Repository)

Rani, S

2012-08-01

A training course on dual diagnosis was developed within the Irish forensic mental health service, to bridge the gap in the lack of training on dual diagnosis in Ireland. The course was designed for service providers within mental health and addiction services. Twenty participants involving nursing, social work, police and social welfare disciplines attended the first training course. A mixed methodology research design was adapted to describe participants\\' evaluation of the training course. Data were collected using multiple methods: pre- and post-test, daily evaluation and focus group interviews. Quantitative data were analysed using the spss Version 16.0 and qualitative data were analysed thematically. Findings from the pre- and post-test suggest an increase in participants\\' knowledge of dual diagnosis and an increase in confidence in conducting groups. Daily evaluation indicates that the course content largely met participants\\' needs. Finally, three themes emerged from the focus group interview: increased confidence, the training course\\/teaching methods and personal\\/organizational challenges. This study implies that service providers within mental health and addiction services benefit from inter-professional, needs and skills based courses incorporating a variety of teaching methods. The way forward for future dual diagnosis training course developments would be working in partnership with service users and carers.

Teacher Training to Handle Bullying in the School in Indonesia

Directory of Open Access Journals (Sweden)

Hidayatus Sholihah

2016-02-01

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

The role of educational technology in humanities teacher training

Directory of Open Access Journals (Sweden)

Antonio De Prisco

2003-01-01

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

The Attitudes of Teacher Trainees Towards Life Knowledge and Social Studies Teaching Course

Directory of Open Access Journals (Sweden)

S. Gulec

2009-06-01

Full Text Available In Turkey, Social Studies programme basically aims to raise active and productive citizens. This means that teachers are going to inject philosophy of life to the students by means of social studies course. In order to carry out this responsibility, teachers and teachers-to-be should be accustomed to comprehension and learning processes of children and adolescents. By continuous self-improvement, the teachers should try to get more information on methods, materials and tools that can be used in the classroom. A course “Social Studies” gives importance to social behaviour in primary and high schools. This course is given to 1st, 2nd, 3rd grades as “General Life Knowledge” and 4th to 8th grades as “Social Studies”. This study aims to investigate the expectations and attitudes of social studies teachers-to-be towards General Life Knowledge and Social Studies Courses in Primary School Teaching Department. 185 students who had taken General Life Knowledge and Social Studies I and II are included in the study. A questionnaire consisting of 40 questions was used as an instrument. In order for this instrument to reflect the real thoughts and feelings of the students, the students are told not to indicate their names in the questionnaire. The students who had taken the questionnaire do not have any anxiety over failing or passing this course because they had already taken and done with these courses for two semesters. The gathered data were analysed in three dimensions: (i the content and method of General Life Knowledge and Social Studies Course; (ii the contribution of this course to individuals’ being good citizens and socialisation; (iii Social Studies perception level of Teachers-to-be. It is concluded that teachers-to-be think that the present course is necessary and important, the methods used in teaching social studies are sufficient, materials are not of sufficient amount; it is also indicated they are able to relate their social

CERN Technical Training: new courses on computer security

CERN Multimedia

HR Department

2009-01-01

Two new trainings are available at CERN concerning computer security. • How to create secure software? The "Developing secure software" course (3.5 hours) is designed for software programmers, both for regular software and Web applications. It covers main aspects of security in different phases of the software development lifecycle. The last, optional hour discusses security issues of Web application developers. This course, although not hands-on, is interactive and full of real-life examples. The first session of this course will take place, in English, on 21 April in the CERN Technical Training Center. More sessions will be scheduled in 2009. • How to safely navigate and send mails? The "Secure e-mail and Web browsing" course is an entry-level 1.5-hour training aimed to show how to detect and avoid typical security pitfalls encountered when e-mailing and browsing the Web. It is designed for non-technical users of Internet Explorer and Outlook. The first sessions o...

Inquiry-based course in physics and chemistry for preservice K-8 teachers

Directory of Open Access Journals (Sweden)

Michael E. Loverude

2011-05-01

Full Text Available We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically.

Pedagogical innovation for science teachers training in the information age

International Nuclear Information System (INIS)

Horta, L.M.P.

2009-01-01

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

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

African Journals Online (AJOL)

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

Basic visual observation skills training course. Final report

International Nuclear Information System (INIS)

Toquam, J.L.; Morris, F.A.; Griggs, J.R.

1995-06-01

This is the third report in a series prepared to assist the International Atomic Energy Agency (IAEA or Agency) in enhancing the effectiveness of its international safeguards inspections through inspector training in Observation Skills. The first report (Phase 1) was essentially exploratory. It defined Observation Skills' broadly to include all appropriate cognitive, communications, and interpersonal techniques that have the potential to help IAEA safeguards inspectors function more effectively. The second report (Phase 2) provided a more specific basis for the actual design and delivery of Observation Skills training to IAEA inspectors. The present report (Phase 3) documents the design of a Basic Visual Observation Skills course and delivery of the course to safeguards inspectors at IAEA Headquarters Vienna in February and May of 1995. The purpose of the course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The course is basic in the sense that it provides training in skills which are generally applicable to inspections of all types of facilities and activities subject to safeguards. The course is designed for 16 hours of classroom delivery, ideally in four 4-hour sessions over a period of four days. The first 12 hours provide training in five skill areas: perception and recognition; attention and attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following the training in each of the five skill areas is an Integrating Exercise involving a simulated safeguards inspection

Globalising Early Childhood Teacher Education: A Study of Student Life Histories and Course Experience in Teacher Education

Science.gov (United States)

Farell, Ann

2005-01-01

Globalisation in early childhood teacher education is examined in light of a study of the life histories and course experience of students in early childhood teacher education in Queensland, Australia. Contemporary teacher education is embedded in global economies, new technologies and marketisation, which, in turn, may contribute to students…

TRAINING COURSE AS AN ORGANIZATIONAL FORM OF STUDENTS’ TEACHING INTERNSHIP

Directory of Open Access Journals (Sweden)

T. A. Isaeva

2014-01-01

Full Text Available The research objective is to analyze the introduction of interactive educational technologies and methods during the teaching internship. The authors consider that a pedagogical concept «teaching internship» as an interactive form of the educational organization for students can be a useful possibility. This form is aimed at the development of students’ personal qualities for their future professional and pedagogical activities. The paper presents the types of internship training focused on the development of students’ personal qualities and willingness for future vocation and teaching, such as professional teaching, research, educational–rojecting and integrated types. The methods. The teaching professional training methodology involves SWOT-analysis to help students to gain the experience in the analysis of real pedagogical situations which are relevant for a particular educational organization and for education in general. On the basis of the group expert assessment method and the pedagogical aims arrangement by B. Bloom, the authors have worked out their own specific taxonomic model for reasoned training course tasks’ development; and the readiness level diagnostics of students involved in teaching internship. The results. The authors reveal new approaches to teaching internship organization for incoming vocational education teachers. It is specially noted that the training organization on the stages of teaching practice of bachelors provides not only constant feedback with the teaching internship head or tutor allowing to correct a practical activity but significantly increases students’ willingness to complete it in various educational institutions as well. Scientific novelty. The authors not only introduce the concept of «pedagogical training» but also supplement it, defining its aims and objectives. It is proved that SWOT-analysis usage as the strategic planning method during teaching course provides internal and

Launch of technical training courses for programmers

CERN Multimedia

2015-01-01

This autumn, two new technical training courses have been launched for scientists and engineers at CERN who undertake programming tasks, particularly in C and C++. Both courses are taught by Andrzej Nowak, an expert in next-generation and cutting-edge computing technology research.   The training courses are organised in cooperation with CERN openlab and are sponsored by the CERN IT department – there is only a nominal registration fee of 50 CHF. This is an opportunity not to be missed! Computer architecture and hardware-software interaction (2 days, 26-27 October) The architecture course offers a comprehensive overview of current topics in computer architecture and their consequences for the programmer, from the basic Von Neumann schema to its modern-day expansions. Understanding hardware-software interaction allows the programmer to make better use of all features of available computer hardware and compilers. Specific architectural ...

The Gender Issues and the Nature of Science in the Teacher Training

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Bettina Heerdt

2016-08-01

Full Text Available The objective of this research is to understand and explain the teaching knowledge mobilized during a process of explicit-reflective formation of the Nature of Science, and the inherent gender relations in this dynamic. To achieve this goal it was elaborated a Didactic Unit entitled construction of scientific knowledge and gender visibility in Science. It took part in the training course 15 teachers in the areas of Humanities and Natural Sciences. This is a qualitative research. During the training process the participants’ speeches were video recorded and after transcribed and analyzed according to the thematic content analysis. Empirical data analysis allowed to show, through deductive inferences, different theoretical perspectives in coexisting traditional and linear discourse and those who perceive Science and Gender as a process of human construction, besides the lack of epistemological discussions and historical aspects of science involving gender issues. Another recurring discourse is the naturalization and the denial of the existence of gender issues in which the male-dominated lines are more articulated, which shows a resistance to feminist perspective. Thus, we reaffirm the need for teacher training explicit and reflective because gender issues are not self-evident, and the continuity of research to discuss these issues.

Chemistry teacher initial formation under the eye of the coordinators of the courses

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Roberta Guimarães Corrêa

2016-05-01

Full Text Available Despite the recognition of the need for change and the constant production of studies on initial formation, the degree courses still have questions that need to be discussed. These issues are related to the difficulty to overcome the lack of teachers in basic education and the type of formation offered in undergraduate courses, which does not seem to meet the current Brazilian educational demands. This paper presents data from a qualitative study conducted with coordinators of seven higher education institutions in the state of São Paulo. Despite the different institutional realities presented in this work, the difficulty of effectively contribute to the formation of chemistry teachers is common to all the institutions. Lack of interest in initial formation teacher’s courses, evasion problems, relationship between the initial formation of chemical teachers and chemistry’s professionals and the lack of commitment of teachers marked the reports of the coordinators of the courses.

Teacher Training Course: Conflict Resolution through Mediation

OpenAIRE

Csilla M. Szabó

2015-01-01

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

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

Science.gov (United States)

Trapnell, Lucy A.

2003-01-01

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

E-learning course design in teacher design teams. Experiences in the Open University of Tanzania

NARCIS (Netherlands)

Nihuka, Kassimu A.; Voogt, Joke

2009-01-01

Collaborative course design in teacher design teams (TDTs) has proved to be a promising professional development arrangement. This study explored the potential of TDTs in orienting teachers on course redesign for e-learning delivery at the context of Open University of Tanzania (OUT). Three teachers

NATURE OF TEACHER-STUDENTS’ INTERACTION IN ELECTRONIC LEARNING AND TRADITIONAL COURSES OF HIGHER EDUCATION- A REVIEW

Directory of Open Access Journals (Sweden)

Sufiana Khatoon MALIK

2011-10-01

Full Text Available Present paper explores differential teacher-student interaction in electronic learning (el and in face to face traditional learning (tl courses at higher education. After thorough study literature available and getting information from university teachers teaching el and tl courses about the nature of teacher-students interaction in both modes it was found that teacher-students interaction is significantly different in el and tl higher education courses. There are fewer opportunities for developing students’ moral judgment, critical thinking, communication and interpersonal skills in teacher-students interaction in el courses at higher education level. Courses of tl do provide opportunities to students for developing their developing moral judgment, critical thinking, communication and interpersonal skills through face to face interaction with the teacher in direct communication and group discussions on past and current issues along with learning achievement. Arrangement for conducting local educational conference for some e. courses may arrange and participation in such conferences for e. learners may be made mandatory for qualifying a particular degree. El course may be redesigned and practical activities may be incorporate for developing in students’ moral judgment, critical thinking, communication and interpersonal skills.

Teacher training of Kindergarden and Primary Education in the EEES framework

Directory of Open Access Journals (Sweden)

Julio Antonio González-Pienda

2015-07-01

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

Radiological Worker II Training, Course 20301 (Live), Course 12909 (Test)

Energy Technology Data Exchange (ETDEWEB)

Harris, Jimmy D. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-01-13

Radiological worker training is the basic building block for any additional radiological training you may receive. Upon completing radiological worker training, you will have the basic knowledge needed to work safely, using proper radiological practices, in areas where radiological hazards exist. You will also have a better understanding of the hazards and responsibilities associated with radiological work to help prevent the carelessness that can occur when working continually with or around radioactive material. This course does not qualify you for any specific radiological work. You may be required to take additional training at individual facilities to address facility- and job-specific hazards and procedures.

Hungarian-Vietnamese Nuclear Energy Train the Trainers Course

International Nuclear Information System (INIS)

Aszódi, Attila; Boros, Ildikó; Czifrus, Szabolcs; Kiss, István

2014-01-01

HUVINETT 2012-2013: Hungarian-Vietnamese Nuclear Energy „Train the Trainers” Course: HUVINETT Courses at Paks NPP - • 3 weeks of practice oriented training; • Practical application of nuclear theory and knowledge; • Plant technology; • Importance of nuclear safety; • Behavioral standards and required attitude in a nuclear power plant; • Practice in real working environment: – Maintenance Performance Improvement Center; – Simulator; – Labs and workshops of the plant

CERN Technical Training: available places in forthcoming courses

CERN Multimedia

HR Department

2009-01-01

The following course sessions are scheduled in the framework of the 2009 CERN Technical Training Programme and places are still available. You can find the full updated Technical Training course programme in our web catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Outlook 2007 (Short Course 1) – E-mail\t(Bilingual)\t25.05\t3 hours Outlook 2007 (Short Course II) – Calendar, Tasks and Notes (Bilingual)\t25.05\t3 hours Word 2007 (Short Course III) - Working with long documents: Styles and tables of content (Bilingual)\t28.05\t3 hours Excel 2007 (Short Course I) –HowTo…Work with formulae (Bilingual)\t11.06\t0.5 jour/day Excel 2007 (Short Course II) – HowTo…Format your worksheet for printing\t(Bilingual)\t11.06\t0.5 jour/day Excel 2007 (Short Course III) – HowTo…Pivot Tables\t(Bilingual)\t12.06\t0.5 jour/day Excel 2007 (Short Course IV) – HowTo…Link cells, worksheets and workbook\t(Bilingual)\t12.06\t0.5 jour/day Word 2007 – Level 1: ECDL\t(Français)\t15-...

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

Science.gov (United States)

Clark, John A.

2013-01-01

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

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

Science.gov (United States)

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

2011-01-01

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

CERN Technical Training: Places available for forthcoming courses

CERN Multimedia

2007-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2007 and still have places available. You may find the full, updated Technical Training course program on our web-catalogue web-catalogue. OFFICE SOFTWARE CERN EDMS Introduction E 24.9 1 d Outlook 2007 (Short Course II) - Calendar, Tasks and Notes E/F 28.9 0.5 d Outlook 2007 (Short Course III) - Meeting and Delegation E/F 28.9 0.5 d Excel 2007 Niveau 2 : ECDL F 11-12.10 2 d Excel 2007 (Short Course II) - How to format your worksheet for printing E/F 12.10 0.5 d Excel 2007 (Short Course I) - How to work with Formulae E/F 21.9 1/2 d Nouveauté Word 2007 E/F 22.10 1 d Nouveauté Excel 2007 E/F 23.10 1/2 d Excel 2007 Level 2 : ECDL F 25-26.10 2 d In...

CERN Technical Training: Places available for forthcoming courses

CERN Multimedia

2007-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2007 and still have places available. You may find the full, updated Technical Training course program on our web-catalogue web-catalogue. OFFICE SOFTWARE Outlook 2007 (Short Course II) - Calendar, Tasks and Notes E/F 28.9 0.5 d Outlook 2007 (Short Course III) - Meeting and Delegation E/F 28.9 0.5 d Excel 2007 Niveau 2 : ECDL F 11-12.10 2 d Excel 2007 (Short Course II) - How to format your worksheet for printing E/F 12.10 0.5 d Excel 2007 (Short Course I) - How to work with Formulae E/F 21.9 1/2 d Nouveauté Word 2007 E/F 22.10 1 d Nouveauté Excel 2007 E/F 23.10 1/2 d Excel 2007 Level 2 : ECDL F 25-26.10 2 d Introduction to Sharepoint E 29.10 1 d ...

An Examination of the Special Education Teacher Training Programs in Turkey and European Union Member Countries in Terms of Language Development and Communication Education

Science.gov (United States)

Akmese, Pelin Pistav; Kayhan, Nilay

2016-01-01

The academic terms and the periods of the courses related to the language development and communication differs considerably in the programs of the countries which train teachers for the special education department. The aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher…

Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

Science.gov (United States)

Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

2013-09-01

Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.

IMPACT EVALUATION OF TWO MASTER COURSES ATTENDED BY TEACHERS: AN EXPLORATORY RESEARCH IN ANGOLA

Directory of Open Access Journals (Sweden)

Betina Silva Lopes

2016-12-01

Full Text Available The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on the broader educational community. The two courses were attended by 393 teachers. The data of 45 answered questionnaires and six verbatim transcripts of individual semi-structured interviews were analysed. According to the teachers perspective the courses contributed to teachers’ personal growth and changes of practices, as well as improved students’ learning (micro context of impact. Although to a lesser extent, impact on broader contexts was also identified, indicating that changes occurred also within other teachers and elements of the surrounding school community (meso context of impact as well as the community of educational research (macro context of impact. The results in discussion are of relevance for further investment on post graduation courses (master level for teachers offered by higher education institutions. Outlined recommendations could potentially contribute to impact enhancement (and understanding of academic post-graduation courses’ attended by in-service teachers, particularly those integrated in recent higher education systems of post conflict countries, such as the Republic of Angola.

Constructivism as a Framework for Literacy Teacher Education Courses: The Cases of Six Literacy Teacher Educators

Science.gov (United States)

Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Beck, Clive

2018-01-01

This paper presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist…

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

Directory of Open Access Journals (Sweden)

Paul Washington Miller

2008-10-01

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’.

The role of the trainer in online courses

OpenAIRE

Dias, Ana Augusta

2001-01-01

This article describes the main challenges faced by teachers and trainers when guiding or "tutoring" online courses. The focus is on their emerging role as e-tutors or e-trainers. The challenges are related with the processes of orientation, guidance and monitoring e-learners within an e-course. European Union DGXXII - Education and Training, Leoardo da VINCI Programme "Trainers Training for Virtual Learning Communities" ( ttVLC)

TEACHERS TRAINING THROUGH DISTANCE MODE IN ALLAMA IQBAL OPEN UNIVERSITY (AIOU PAKISTAN: A case study

Directory of Open Access Journals (Sweden)

Nabi Bux JUMANI

2011-04-01

Full Text Available Allama Iqbal Open University (AIOU is the first Open University in Asia and established in 1974 on the model of UKOU. AIOU uses different media for the delivery of instruction. It has a well established Institute of Educational Technology which has radio and TV production facilities and advance level of work in computer technology. AOU offers diversified courses and programs ranging from literacy to PhD level in its four faculties. The Faculty of Education established in 1984 is the largest faculties of the university with 47% enrolment of the university and contributor of 53% to the total annual university exchequer.At present 30 programs and 135 courses in its eight department/Institutes being run by the faculty. The Faculty offers variety of programs in education and training of teachers and educational professionals. These academic programs range from primary teachers training to M.S/M.Phil and Ph.D. levels in various areas of specializations by its following departments: Secondary Teacher Education, Distance Non Formal and Continuing Education, Educational Planning, Policy studies and leadership, Early Childhood Education and Elementary Education, Special Education and Science Education. The faculty has also chalked out B.Ed (Honors 4 year degree programme in various specializations. The mode of delivery is absolutely a distance learning mode and various components are devised as teaching methodology which is based on; Study centers and information technology, Radio and TV programs, tutorials, assignments/formative evaluation, workshops/practical, face to face teaching, internship and final examination. The university employs non-formal method of correspondence, radio and television broadcasts, special textbooks and reading materials prepared on self-learning basis, part-time teachers (tutors engaged nearest to the student's residences. And a system of study centers for applied training is spread throughout Pakistan.There is an effective

Accurately fitting advanced training. Flexible simulator training by modular training course concepts; Passgenaue Weiterbildung. Flexibilitaet im Simulatortraining durch modulare Kurskonzepte

Energy Technology Data Exchange (ETDEWEB)

Sickora, Katrin; Cremer, Hans-Peter [Kraftwerksschule e.V., Essen (Germany)

2010-07-01

Every employee of a power plant contributes with his individual expertise to the success of the enterprise. Certainly personal skills of employees differ from each other as well as power plants are different. With respect to effective simulator training this means that no two simulator training courses can be identical. To exactly meet the requirements of our customers KWS has developed modules for simulation training courses. Each module represents either a technical subject or addresses a topic in the field of soft skills. An accurately fitting combination of several of these modules to the needs of our customers allows for most efficient simulator training courses. (orig.)

Online Training of Teachers Using OER: Promises and Potential Strategies

Science.gov (United States)

Misra, Pradeep Kumar

2014-01-01

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

Quality or Quantity: A Statement for Teacher Training in Turkey

Directory of Open Access Journals (Sweden)

Ali AZAR

2011-01-01

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

Student-Centered Learning in an Earth Science, Preservice, Teacher-Education Course

Science.gov (United States)

Avard, Margaret

2009-01-01

In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

HR Department

2009-01-01

The following course sessions are scheduled in the framework of the 2009 CERN Technical Training Programme and places are still available. You can find the full updated Technical Training course programme in our web catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Outlook 2007 (Short Course 1) – E-mail\t(Bilingual)\t25.05\t3 hours Outlook 2007 (Short Course II) – Calendar, Tasks and Notes (Bilingual)\t25.05\t3 hours Word 2007 (Short Course III) - Working with long documents: Styles and tables of content\t(Bilingual)\t28.05\t3 hours Indico – Meeting Organization\t(English)\t05.06\t2 hours Indico – Conference Organization\t(Français)\t05.06\t3 hours Excel 2007 (Short Course I) –HowTo…Work with formulae (Bilingual)\t11.06\t0.5 jour/day Excel 2007 (Short Course II) – HowTo…Format your worksheet for printing\t(Bilingual)\t11.06\t0.5 jour/day Excel 2007 (Short Course III) – HowTo…Pivot Tables\t(Bilingual)\t12.06\t0.5 jour/day Excel 2007 (Short Course IV) – HowTo…Link cells, worksheets and workb...

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

NARCIS (Netherlands)

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

2002-01-01

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

Pedagogical Practice of Training Teachers in Elementary School and Social Impact

Directory of Open Access Journals (Sweden)

Miraida Josefina-Linares

2016-01-01

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

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

Science.gov (United States)

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

2015-07-01

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

Becoming a Teacher Educator: A Self-Study of the Use of Inquiry in a Mathematics Methods Course

Science.gov (United States)

Marin, Katherine Ariemma

2014-01-01

This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as…

Web-Based Certification Courses: The Future of Teacher Preparation in Special Education?

Science.gov (United States)

Sun, Ling; Bender, William N.; Fore, Cecil, III

2003-01-01

This article describes development and implementation of the Western Carolina University Teacher Support Program, a multi-component Web-based special education teacher development course. The program is intended to reduce stress and burnout, improve retention, develop problem solving strategies, and improve the effectiveness of teachers.…

Communication Skills Training in Trainee Primary School Teachers in Spain

Science.gov (United States)

Ortega, José Luis Gallego; Fuentes, Antonio Rodríguez

2015-01-01

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

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2008-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2008 and places are still available. You may find the full updated Technical Training course program in our web-catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Office 2007 Novelties (English) – 03.03 - 1 day Sharepoint designer / Frontpage, Niveau 2 – (Français) - 06-07.03 - 2 jours CERN EDMS Introduction (Français) - 12.03 - 1 jour Sharepoint Collaboration Worskpace (Français) - 17-18.03 - 2 jours CERN EDMS for Engineers (English) - 20.03 - 1 day CERN EDMS for Local Administrators (English) - 27.03 - 1 day Word 2007: Short course I: HowTo. work with AutoTasks (Bilingue/Bilingual) - 31.03 – 0.5 day/jour Word 2007: Short course II: HowTo mail merge (Bilingue/Bilingual) - 31.03 – 0.5 day/jour Excel 2007: Short course III: How to pivot tables (Bilingue/Bilingual) - 01.04 - 0.5 day/jour Excel 2007: Short course IV: How to link cells, worksheets and workbooks (Bilingue/Bilingual) - 01.04 -...

CERN Technical Training: new courses on computer security

CERN Multimedia

HR Department

2009-01-01

Two new trainings are available at CERN concerning computer security. • How to create secure software? The "Developing secure software" course (3.5 hours) is designed for software programmers, both for regular software and Web applications. It covers main aspects of security in different phases of the software development lifecycle. The last, optional hour discusses security issues of Web application developers. This course, although not hands-on, is interactive and full of real-life examples. The first session of this course will take place, in English, on 21 April in the CERN Technical Training Centre. More sessions will be scheduled in 2009. • How to safely navigate and send mails? The "Secure e-mail and Web browsing" course is an entry-level 1.5-hour course designed to show how to detect and avoid typical security pitfalls encountered when e-mailing and browsing the Web. It is designed for non-technical users of Internet Explorer and Outlook. The first sessions ...

CERN Technical Training: new courses on computer security

CERN Multimedia

HR Department

2009-01-01

Two new trainings are available at CERN concerning computer security. • How to create secure software? The "Developing secure software" course (3.5 hours) is designed for software programmers, both for regular software and Web applications. It covers main aspects of security in different phases of the software development lifecycle. The last, optional hour discusses security issues of Web application developers. This course, although not hands-on, is interactive and full of real-life examples. The first session of this course will take place, in English, on 21 April in the CERN Technical Training Centre. More sessions will be scheduled in 2009. • How to safely navigate and send mails? The "Secure e-mail and Web browsing" course is an entry-level 1.5-hour course designed to show how to detect and avoid typical security pitfalls encountered when e-mailing and browsing the Web. It is designed for non-technical users of Internet Explorer and Outlook. The first sessions o...

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2007-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2007 and still have places available. You may find the full, updated Technical Training course program on our web-catalogue web-catalogue. OFFICE SOFTWARE Excel 2007 Niveau 2 : ECDL F 11-12.10 2 d Excel 2007 (Short Course II) - How to format your worksheet for printing E/F 12.10 0.5 d FrontPage 2003 - niveau 2 F 22-23.10 2 d Excel 2007 Level 2 : ECDL F 25-26.10 2 d Nouveauté Word 2007 E/F 29.10 1 d Nouveauté Excel 2007 E/F 30.10 0.5 d Excel 2007 (Short Course III) - How to pivot tables F/E 09.11 0.5 d Introduction to Sharepoint E 15.11 1 d Nouveauté Powerpoint 2007 E/F 16.11 1 d Excel 2007 (Short Course IV) - How to link cells, work...

BLENDED LEARNING COURSE FOR FUTURE PRIMARY SCHOOL TEACHERS IMPLEMENTATION

Directory of Open Access Journals (Sweden)

Vira V. Kotkova

2017-09-01

Full Text Available Ukrainian and foreign scientists’ views on the essence of blended learning are analyzed in the article. The author's definition of a blended learning course is presented. The process of such course designing is described according to target, motivational, substantive, operational and diagnostic components. Both the structure of the blended learning course implementation as well as students’ educational-cognitive activity distribution between classroom learning and distance course are shown. The problems for students, teachers, and educational institutions of blended courses effective implementation are summarized. Students’ academic performance of three years study is analyzed. The results of students’ questioning to determine their perception of blended learning course are described according to the following categories: the effectiveness of blended course, evaluation objectivity, motivation to study, the use of plagiarism in studies, understanding of blended learning course.

Capturing the Impact of Training Teacher Coaches

NARCIS (Netherlands)

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

2005-01-01

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

Inservice Teacher Training: Experiencing German Culture Down Under

Science.gov (United States)

Jansen, Louise; Stracke, Elke

2005-01-01

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

Designing ICT Training Material for Chinese Language Arts Teachers.

Science.gov (United States)

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

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

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

HR Department

2009-01-01

The following course sessions are scheduled in the framework of the 2009 CERN Technical Training Programme and places are still available. You can find the full updated Technical Training course programme in our web catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Novelties Office 2007 : Word 2007\t(Français)\t11.05\t1 jour Secure e-mail and Web browsing\t(Français)\t19.05\t1.5 heure Outlook 2007 (Short Course 1) – E-mail\t(Bilingual)\t25.05\t3 hours Outlook 2007 (Short Course II) – Calendar, Tasks and Notes (Bilingual)\t25.05\t3 hours Outlook 2007 (Short Course III) – Meetings and Delegation (Bilingual)\t26.05\t3 hours Word 2007 (Short Course II) – HowTo…Mail merge (with Outlook)\t(Bilingual)\t26.05\t3 hours Word 2007 (Short Course III) - Working with long documents: Styles and tables of content\t(Bilingual)\t28.05\t3 hours Indico – Meeting Organization\t(English)\t05.06\t2 hours Indico – Conference Organization\t(Français)\t05.06\t3 hours Excel 2007 (Short Course I) –HowTo…Work with formulae (...

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

HR Department

2009-01-01

The following course sessions are scheduled in the framework of the 2009 CERN Technical Training Programme and places are still available. You can find the full updated Technical Training course programme in our web catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Novelties Office 2007 : Word 2007\t(Français)\t11.05\t1 jour Secure e-mail and Web browsing\t(Français)\t19.05\t1.5 heure Outlook 2007 (Short Course 1) – E-mail\t(Bilingual)\t25.05\t3 hours Outlook 2007 (Short Course II) – Calendar, Tasks and Notes (Bilingual)\t25.05\t3 hours Outlook 2007 (Short Course III) – Meetings and Delegation (Bilingual)\t26.05\t3 hours Word 2007 (Short Course II) – HowTo…Mail merge (with Outlook)\t(Bilingual)\t26.05\t3 hours Word 2007 (Short Course III) - Working with long documents: Styles and tables of content\t(Bilingual)\t28.05\t3 hours Indico – Meeting Organization\t(English)\t05.06\t2 hours Indico – Conference Organization\t(Français)\t05.06\t3 hours Excel 2007 (Short Course I) –HowTo…Work with formulae\t(...

Language training: English & French courses

CERN Multimedia

Françoise Benz

2006-01-01

General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from Ma...

Training courses on radiation protection

International Nuclear Information System (INIS)

1988-01-01

Many Member States are developing or already have developed their own national training programmes. The IAEA is actively involved in promoting training in radiological protection, and this report has been prepared to provide the guidance that may be required in this development. The original version of the report on this subject was published in 1964 as Technical Reports Series No. 31 entitled ''Training in Radiological Protection: Curricula and Programming''. In 1975 a second version was published entitled ''Training in Radiological Protection for Nuclear Programmes'' as Technical Reports Series No. 166. This publication is intended mainly for use by persons who are responsible for organizing training programmes in radiation protection. It also reflects the policy of the Agency to have continuing standardized training in radiation protection. In addition to a small change in the title of the report, some concepts and ideas which are no longer applicable have been omitted and new information included. An important part of this report is the list of courses now offered in many Member States

TEACHER TRAINING IN THE AREA OF LANGUAGE IN PRESCHOOL

Directory of Open Access Journals (Sweden)

Oralia Ortiz-Varela

2015-07-01

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

Science Teacher Training Programme in Rural Schools: An ODL Lesson from Zimbabwe

Directory of Open Access Journals (Sweden)

Misheck Mhishi

2012-01-01

Full Text Available This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE’s Virtual and Open Distance Learning (VODL programme. It also looked at the challenges they faced, their views on how instruction under the programme can be improved, and their deployment preferences after graduation. The districts are located in the remote Zambezi Valley, which is characterized by poor infrastructure, pests and diseases, frequent attacks by wild animals on people, domestic animals, and crops, harsh climatic conditions, and seasonal floods, which make it very difficult to attract and retain qualified teachers. Through targeted recruitment, BUSE’s VODL programme sought to train relief teachers already serving in the area in the hope that personal history and family connections would entice them to continue teaching in these areas after attaining their teacher certification. Data was collected using a questionnaire with closed and open-ended questions. Results obtained indicate that despite a lack of funding, a shortage of reading materials, and the nonavailability of e-learning facilities, the students were motivated to join the programme for personal and professional motives and that the students, the majority of whom had taught for two or more years in the districts, would prefer deployments in the area after graduation. The study therefore recommends that deliberate efforts be directed toward the targeted recruitment of school leavers and relief teachers from disadvantaged rural areas who possess the requisite minimum entry qualifications to train as science teachers in order to improve teacher retention in remote areas. Further research into the intrinsic problems in BUSE’s VODL programme and a close scrutiny of its course development techniques are also

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

Science.gov (United States)

Gumbo, Mishack; Makgato, Moses; Muller, Helene

2012-01-01

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

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

Science.gov (United States)

Hoover, Michael L.; Wolforth, John

1997-01-01

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

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

African Journals Online (AJOL)

kofimereku

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

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

Directory of Open Access Journals (Sweden)

Olena Sagan

2016-09-01

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

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

Science.gov (United States)

Martins, Felisbela

2015-01-01

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

Secret of radiation - journalist training course at STUK

International Nuclear Information System (INIS)

Lehtinen, J.; Isaksson, R.

2007-01-01

Radiation issues are complicated for journalists. It is important to have smooth cooperation with them. Stuk, known as leading radiation and nuclear expert in Finland, presents its vision and goals and the content of course devoted in its training course. (A.L.B.)

Basic visual observation skills training course: Appendix B. Final report

Energy Technology Data Exchange (ETDEWEB)

Toquam, J.L.; Morris, F.A.; Griggs, J.R.

1995-06-01

The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the in-class exercises in the five skill areas; pre- and post-course exercises in closure, hidden figures, map memory, and mental rotations; the final examination; a training evaluation form; and the integrating exercise.

Basic visual observation skills training course: Appendix B. Final report

International Nuclear Information System (INIS)

Toquam, J.L.; Morris, F.A.; Griggs, J.R.

1995-06-01

The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the in-class exercises in the five skill areas; pre- and post-course exercises in closure, hidden figures, map memory, and mental rotations; the final examination; a training evaluation form; and the integrating exercise

A Training Course for Waiters and Waitresses.

Science.gov (United States)

Hawley, Dean A.

The tremendous growth of the food service industry has created a need for well-trained employees in the restaurant business. This manual provides material for waiter and waitress training in developing the overall required skills. The course is presented in four major sections: (1) relations-human and customer, (2) sanitation and food handling,…

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2007-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2007 and still have places available. You may find the full, updated Technical Training course program on our web-catalogue web-catalogue. OFFICE SOFTWARE Travailler sur Windows Vista au CERN (free IT tutorial) F 30.10 1 h Introduction to Collaboration Workspaces using SharePoint (free IT tutorial) E 31.10 1h30 Lisez vos emails, et plus encore, avec Outlook 2007 (free IT tutorial) F 1.11 1h ACCESS 2007 - Level 2: ECDL E 1.-2.11 2 d Excel 2007 (Short Course III) - How to pivot tables F/E 09.11 0.5 d Introduction to Sharepoint E 15.11 1 d Nouveauté office 2007 - Powerpoint 2007 E/F 16.11 1 d Excel 2007 (Short Course IV) - How to link cells, worksheets and workbooks ...

Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

Science.gov (United States)

Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah

2016-02-01

This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.

Communication, Community, and Disconnection: Pre-Service Teachers in Virtual School Field Experiences

Science.gov (United States)

Wilkens, Christian; Eckdahl, Kelli; Morone, Mike; Cook, Vicki; Giblin, Thomas; Coon, Joshua

2014-01-01

This study examined the experiences of 11 graduate-level pre-service teachers completing Virtual School Field Experiences (VSFEs) with cooperating teachers in fully online, asynchronous high school courses in New York State. The VSFEs included a 7-week online teacher training course, and a 7-week online field experience. Pre-service teachers…

Salutogenetic approach to professional training of future teachers

Directory of Open Access Journals (Sweden)

Ionova O.M.

2015-02-01

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

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

Science.gov (United States)

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

2010-01-01

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

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2008-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2008 and places are still available. You may find the full updated Technical Training course program in our web-catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE CERN EDMS Introduction (Français) 12.03 1 jour Sharepoint Collaboration Worskpace\t(Français) 17-18.03 2 jours CERN EDMS for Engineers (English) 20.03\t1 day CERN EDMS for Local Administrators (English) 27-28.03 1 day Word 2007: Short course I: HowTo. work with AutoTasks (Bilingual) 31.03 0.5 day/jour Word 2007: Short course II: HowTo mail merge (Bilingual)\t31.03\t0.5 day/jour Excel 2007: Short course III: How to pivot tables (Bilingual)\t01.04\t0.5 day/jour Excel 2007: Short course IV: How to link cells, worksheets and workbooks (Bilingual)\t01.04\t0.5 day/jour CERN EDMS MTF en pratique (Français)\t02.04\t1 jour In Design: Introduction (Français)\t07-08.04\t2 jours Windows VISTA (Français)\t...

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

Science.gov (United States)

Okey, James R.; Ciesla, Jerome L.

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

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

HR Department

2009-01-01

The following course sessions are scheduled in the framework of the 2008 CERN Technical Training Programme and places are still available. You can find the full updated Technical Training course programme in our web catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Word 2007 – Level 2 : ECDL\t(English)\t04-05.05\t2 days Excel 2007 – Level 2 : ECDL\t(English)\t07-08.05\t2 days Novelties Office 2007 : Word 2007\t(Français)\t11.05\t1 jour Secure e-mail and Web browsing\t(Français)\t19.05\t1.5 heure Outlook 2007 (Short Course 1) – E-mail\t(Bilingual)\t25.05\t3 hours Outlook 2007 (Short Course II) – Calendar, Tasks and Notes (Bilingual)\t25.05\t3 hours Outlook 2007 (Short Course III) – Meetings and Delegation (Bilingual)\t26.05\t3 hours Outlook 2007 (Short Course II) – HowTo…Mail merge (with Outlook)\t(Bilingual)\t26.05\t3 hours Word 2007 (Short Course III) - Working with long documents: Styles and tables of content\t(Bilingual)\t28.05\t3 hours Indico – Meeting Organization\t(English)\t05.06\t2 hours Indico ...

The Development and Evolution of an Introductory Statistics Course for In-Service Middle-Level Mathematics Teachers

Science.gov (United States)

Schmind, Kendra K.; Blankenship, Erin E.; Kerby. April T.; Green, Jennifer L.; Smith, Wendy M.

2014-01-01

The statistical preparation of in-service teachers, particularly middle school teachers, has been an area of concern for several years. This paper discusses the creation and delivery of an introductory statistics course as part of a master's degree program for in-service mathematics teachers. The initial course development took place before the…

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

Directory of Open Access Journals (Sweden)

Mohd Anis Bin Abdul Razak

2017-03-01

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

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

Directory of Open Access Journals (Sweden)

Ana Rita Castañeda-de Liendo

2017-04-01

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

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

Science.gov (United States)

Djalil, Aria; Anderson, Lorin W.

1989-01-01

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

Practicum Training for Teachers of Struggling Readers

Science.gov (United States)

Morris, Darrell

2011-01-01

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

The development of Radiation Protection Training courses in the UK

International Nuclear Information System (INIS)

Paynter, R. A.

2003-01-01

This paper considers use of modern training materials and aids in radiation protection training activities. The development in the UK of training courses to satisfy the training requirements for Radiation Protection Advisers is also discussed. (Author)

Symposium 20 - PABMB: Teaching biochemistry in a connected world: Hands-on inquiry-based biochemistry courses for improving scientific literacy of school teachers and students

Directory of Open Access Journals (Sweden)

Andrea T. da Poian

2015-08-01

Full Text Available Wednesday – August 26th, 2015 - 3:30 to 5:30 pm – Room: Iguaçu II – 5th floorSymposium 20 - PABMB: Teaching biochemistry in a connected world Chair: Miguel Castanho, Universidade de Lisboa, PortugalAbstract:In the last decades, Brazil has reached a prominent position in the world rank of scientific production. Despite this progress, the establishment of a scientific culture in Brazilian society is still challenging. Our group has been offering hands-on inquiry-based courses to primary and secondary students, which aim to introduce them to the scientific method and improve their interest in science. More recently, we started new initiatives focused on the improvement of the scientific literacy of school science teachers. Here we describe two intensive short-term courses designed in different formats. One consists in a discipline offered to a Master Program to school science teachers, in which the main objective was to work with core disciplinary concepts through an active teachers engagement in “doing science”. The discipline, named “Energy transformation in the living organisms”, intends to deal with the main Biochemistry subjects that take part of the high-school science curriculum, namely, fermentation, photosynthesis and cellular respiration processes. The other initiative was developed in Urucureá, a small community with about 600 residents, located on the banks of the River Arapiuns, in Amazonia region. We trained the local school teachers to act as tutors in the course offered to 40 students of the community, ages 10 to 17. The theme we chose to address was the properties and effects of snakes´ poisons, since poisoning events are a problem with which the local community frequently deal with. Another important point was that we adapted a number of experiments to make them feasible with very limited laboratory resources. Our results show that the activities that we have developed offer real opportunity of scientific training

Resilience and motivation: a training course for primary teachers

Directory of Open Access Journals (Sweden)

Sabrina Schiavone

2016-07-01

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.

Basic visual observation skills training course: Appendix A. Final report

International Nuclear Information System (INIS)

Toquam, J.L.; Morris, F.A.; Griggs, J.R.

1995-06-01

The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the course manual and materials

Basic visual observation skills training course: Appendix A. Final report

Energy Technology Data Exchange (ETDEWEB)

Toquam, J.L.; Morris, F.A.; Griggs, J.R.

1995-06-01

The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the course manual and materials.

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2007-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2007 and still have places available. You may find the full, updated Technical Training course program on our web-catalogue web-catalogue. OFFICE SOFTWARE Excel 2007 (Short Course III) - How to pivot tables F/E 09.11 0.5 d Introduction to Sharepoint E 15.11 1 d Excel 2007 (Short Course IV) - How to link cells, worksheets and workbooks E/F 16.11 0.5 d Project Planning with MS-Project E 21/11 + 28/11 2 d Excel 2007 Level 2 : ECDL E 26-27.11 2 d FrontPage 2003 - Level 1 E 29-30.11 2 d Excel 2007 - niveau 1 : ECDL F 10-11.12 2 d Word 2007 - niveau 2 : ECDL F 13-14.12 2 d SOFTWARE AND SYSTEM TECHNOLOGIES C++ for Particle Physicists E 05-09.11 3 d ...

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2007-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2007 and still have places available. You may find the full, updated Technical Training course program on our web-catalogue web-catalogue. OFFICE SOFTWARE FrontPage 2003 - niveau 2 F 22-23.10 2 d Excel 2007 Level 2 : ECDL F 25-26.10 2 d Nouveauté Word 2007 E/F 29.10 1 d Nouveauté Excel 2007 E/F 30.10 0.5 d Excel 2007 (Short Course III) - How to pivot tables F/E 09.11 0.5 d Introduction to Sharepoint E 15.11 1 d Nouveauté Powerpoint 2007 E/F 16.11 1 d Excel 2007 (Short Course IV) - How to link cells, worksheets and workbooks F/E 16.11 0.5 d FrontPage 2003 - Level 1 E 29-30.11 2 d Excel 2007 - niveau 1 : ECDL F 10-11.12 2...

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2007-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2007 and still have places available. You may find the full, updated Technical Training course program on our web-catalogue web-catalogue. OFFICE SOFTWARE FrontPage 2003 - niveau 2 F 22-23.10 2 d Excel 2007 Level 2: ECDL F 25-26.10 2 d Nouveauté Word 2007 E/F 29.10 1 d Nouveauté Excel 2007 E/F 30.10 0.5 d ACCESS 2007 - Level 2: ECDL E 1.-2.11 2 d Excel 2007 (Short Course III) - How to pivot tables F/E 09.11 0.5 d Introduction to Sharepoint E 15.11 1 d Nouveauté Powerpoint 2007 E/F 16.11 1 d Excel 2007 (Short Course IV) - How to link cells, worksheets and workbooks F/E 16.11 0.5 d FrontPage 2003 - Level 1 E 29-30.11 2 d ...

Information training for secondary school level teachers

International Nuclear Information System (INIS)

Chateau Thierry, A. de

1994-01-01

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

A questionnaire for teachers to improve training activity and students on environmental science in the frame of ENVRIPLUS project

Science.gov (United States)

D'Addezio, Giuliana; Marsili, Antonella; Beranzoli, Laura

2017-04-01

ENVRIplus is a Horizon 2020 project bringing together Environmental and Earth System Research Infrastructures, projects and networks together with technical specialist partners to create a more coherent, interdisciplinary and interoperable cluster of Environmental Research. One of the aims of this project is to disseminate knowledge on environmental topics, focusing attention on European secondary schools. We elaborated actions to design an 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. To realize the training platform we start detailed study and analysis of teaching and multimedia information materials already available. We plan the realization of an appealing and usable portal/digital repository, to stimulate learning of STEM topics and which also includes opportunities to develop original content. To better project the actions and to catch teacher needs, we prepare a questionnaire that will be administered to a large sample of international school audience to collect input directly from the potential users. 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 investigates subjective teacher experiences, views and proposals on what can improve training offer for environmental science lessons and courses.

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

Directory of Open Access Journals (Sweden)

Isabel Cristina de Almeida Mantovani

2016-01-01

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

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

Science.gov (United States)

Çer, Erkan; Solak, Ekrem

2018-01-01

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

Evaluating training and information to teachers on nuclear energy issues

International Nuclear Information System (INIS)

Gunnell, B.J.

1994-01-01

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

Children's Literacy Growth, and Candidates' and Teachers' Professional Development Resulting from a PDS-Based Initial Certification Literacy Course

Science.gov (United States)

Rosenthal, Julie L.; Donnantuono, Marie; Lebron, Mary; Flynn, Christina

2017-01-01

This paper reports the effects on children, teacher candidates, and classroom teachers of a PDS-based initial certification course in the teaching of literacy. In this course, teacher candidates work with individual struggling readers on a range of literacy tasks, and the classroom teacher and university faculty member serve as course…

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

Science.gov (United States)

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

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

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

HR Department

2008-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Programme 2008 and places are still available. You may find the full updated Technical Training course programme in our web-catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Sharepoint Collaboration Workspace\t(Français)\t06-07.11\t1 ½ jour Excel 2007 – Level 2: ECDL\t(English)\t10-11.11\t2 days Word 2007 (Short course III) – HowTo…Work with long documents: styles and tables of contents\t(Bilingual)\t13.11\t3 hours Excel 2007 (Short course III) – HowTo…Pivot tables (Bilingual)\t14.11\t½ day Word 2007 – Level 1: ECDL\t(English)\t24-25.11\t2 days Indico – Meeting Organization\t(Français)\t27.11\t2 heures Indico – Conference Organization\t(Français)\t27.11\t3 heures Excel 2007 – Level 1: ECDL\t(English)\t01-02.12\t2 days Novelties of Excel 2007\t(Français)\t04.12\t1 jour Outlook 2007 (Short Course I) – E-mail (Bilingual) 05.12\t3 hours Outlook 2007 (Short Course II) – Cale...

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

HR Department

2008-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Programme 2008 and places are still available. You may find the full updated Technical Training course programme in our web-catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Excel 2007 – Level 2: ECDL\t(English)\t10-11.11\t2 days Word 2007 (Short course III) – HowTo…Work with long documents: styles and tables of contents\t(Bilingual)\t13.11\t3 hours\tExcel 2007 (Short course III) – HowTo…Pivot tables (Bilingual)\t14.11\t½ day Word 2007 – Level 1: ECDL\t(English)\t24-25.11\t2 days Indico – Meeting Organization\t(Français)\t27.11\t2 heures Indico – Conference Organization\t(Français)\t27.11\t3 heures Excel 2007 – Level 1: ECDL\t(English)\t01-02.12\t2 days Novelties of Excel 2007\t(Français)\t04.12\t1 jour Outlook 2007 (Short Course I) – E-mail (Bilingual) 05.12\t3 hours Outlook 2007 (Short Course II) – Calendar, Tasks and Notes (Bilingual) 05.12\t3 hours Powerpoint 2007 ...

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

HR Department

2009-01-01

The following course sessions are scheduled in the framework of the 2008 CERN Technical Training Programme and places are still available. You can find the full updated Technical Training course programme in our web catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Access 2007 – Level 2: ECDL\t(Français)\t30-31.03\t2 jours Office 2007 – Novelties (Français)\t20.04\t1 jour Novelties Office 2007: Powerpoint 2007\t(Français)\t21.04\t1 jour Secure e-mail and Web browsing\t(English)\t22.04\t1.5 hour Introduction to Dreamweaver MX\t(Français)\t23-24.04\t2 jours Sharepoint Collaboration Workspace\t(English)\t27-28.04\t1 jour ½ Excel 2007 (Short Course I) –HowTo…Work with formulae (Bilingual)\t29.04\t0.5 jour/day Excel 2007 (Short Course II) – HowTo…Format your worksheet for printing\t(Bilingual)\t29.04\t0.5 jour/day Excel 2007 (Short Course III) – HowTo…Pivot Tables\t(Bilingual)\t30.04\t0.5 jour/day Excel 2007 (Short Course IV) – HowTo…Link cells, worksheets and work...

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2008-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2008 and places are still available. You may find the full updated Technical Training course program in our web-catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Office 2007 Novelties\t(English)\t03.03\t1 day Sharepoint designer / Frontpage, Niveau 2\t(Français) 06-07.03 2 jours CERN EDMS Introduction (Français) 12.03 1 jour Sharepoint Collaboration Worskpace\t(Français) 17-18.03 2 jours CERN EDMS for Engineers (English) 20.03\t1 day CERN EDMS for Local Administrators (English) 27-28.03 1 day Word 2007: Short course I: HowTo. work with AutoTasks (Bilingual) 31.03 0.5 day/jour Word 2007: Short course II: HowTo mail merge (Bilingual)\t31.03\t0.5 day/jour Excel 2007: Short course III: How to pivot tables (Bilingual)\t01.04\t0.5 day/jour Excel 2007: Short course IV: How to link cells, worksheets and workbooks (Bilingual)\t01.04\t0.5 day/jour CERN EDMS MTF en pratique (Français)\t02.04\t1 jour...

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2008-01-01

The following course sessions are scheduled in the framework of the CERN Technical Training Program 2008 and places are still available. You may find the full updated Technical Training course program in our web-catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE CERN EDMS for Engineers (English) 20.03\t1 day CERN EDMS for Local Administrators (English) 27-28.03 2 days Word 2007: Short course I: HowTo. work with AutoTasks (Bilingual) 31.03 0.5 day/jour Word 2007: Short course II: HowTo mail merge (Bilingual)\t31.03\t0.5 day/jour Excel 2007: Short course III: How to pivot tables (Bilingual)\t01.04\t0.5 day/jour Excel 2007: Short course IV: How to link cells, worksheets and workbooks (Bilingual)\t01.04\t0.5 day/jour CERN EDMS MTF en pratique (Français)\t02.04\t0.5 jour Sharepoint Collaboration Worskpace\t(Français) 07-08.04\t2 jours Windows VISTA (Français)\t04.04\t1 jour CERN EDMS MTF in practice (English)\t09.04\t0.5 day Word 2007 : Niveau 1 ECDL (Français) ...

CERN Technical Training: available Places in forthcoming Courses

CERN Multimedia

2008-01-01

The following course sessions are scheduled in the framework of the 2008 CERN Technical Training Programme and places are still available. You will find the full updated Technical Training course programme in our web-catalogue (http://cta.cern.ch/cta2/f?p=110:9). OFFICE SOFTWARE Access 2007 – Niveau 2: ECDL\t(Français)\t01-04.07\t4 ½ journées Windows Vista\t(Français)\t11.07\t½ journée SOFTWARE AND SYSTEM TECHNOLOGIES Oracle 10g Certified Professional\t(English)\t30.06-04.07\t5 days Advanced Python-Hands-on\t(English)\t07-09.07\t3 days Hands-On Design Patterns for Object-oriented Programming (English)\t02-04.07\t3 days MECHANICAL DESIGN ANSYS CFX\t(Français)\t28-31.07\t4 jours If you are interested in attending any of the above course sessions, please talk to your supervisor and/or your DTO, and apply electronically via EDH from the course description pages that can be found at: http://cta.cern.ch/cta2/f?p=110:9 under ‘Technical Training’ with the detailed course program. Registration for all courses is alw...

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

Science.gov (United States)

Dionys, David

2012-01-01

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

Spirituality in Teacher Training at an Islamic College in Israel

Science.gov (United States)

Erdreich, Lauren

2016-01-01

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

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 ...

Training the trainers: beyond providing a well-received course.

Science.gov (United States)

Blitz, Julia; Edwards, Jill; Mash, Bob; Mowle, Steve

2016-09-01

The Royal College of General Practitioners in partnership with the South African Academy of Family Physicians obtained funding to run a series of 'Training the Trainers' courses for trainers of family medicine registrars, with a view to strengthening clinical supervision of postgraduate registrars. The authors wanted to establish whether it was worthwhile for the course to be provided on an ongoing basis after the funded project was completed. Development of a pilot tool for evaluation visits after a faculty development course. The authors developed a pre-visit pack and conducted five site visits to registrar trainers who had been on the course between 12 and 24 months earlier. Before the series of visits and after each visit we debriefed and modified our approach. Optimising the use of the pre-visit pack will require greater orientation of the trainer. Administrative support for the visits will be vital. The visits were experienced very positively. However, in a context in which these visits are not the norm, the trainers need support and encouragement to participate in an activity which made them feel quite vulnerable. The tool enabled course participants to show evidence of their behaviour change, enabled their colleagues to report on the impact on their own teaching practices, and enabled registrars to voice their opinions of their trainer's supervision skills. A post-course formative evaluation visit has the potential to catalyse the impact of the training course. It will be necessary to train the family physicians who conduct these visits.

Building a Cyber Training Center for Teachers in Korea.

Science.gov (United States)

Baek, Young-Kyun; Westrom, Marv

2001-01-01

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

An analysis of learning in an online biology course for teachers and teacher candidates: A mixed methods approach

Science.gov (United States)

Lebec, Michael Thomas

Due to discipline specific shortages, web-based learning has been proposed as a convenient way to upgrade the content knowledge of instructors interested in learning to teach science. Despite quantitative evidence that web-based instruction is equivalent to traditional methods, questions remain regarding its use. The efficiency and practicality of this approach with teachers in particular has not been extensively studied. This investigation examines learning in an online biology course designed to help teachers prepare for science certification exams. Research questions concern flow teachers learn biology in the online environment and how this setting influences the learning process. Quantitative and qualitative methodologies are employed in an attempt to provide a more complete perspective than typical studies of online learning. Concept maps, tests, and online discussion transcripts are compared as measures of assimilated knowledge, while interviews reflect participants' views on the course. Findings indicate that participants experienced gains in declarative knowledge, but little improvement with respect to conditional knowledge. Qualitative examination of concept maps demonstrates gaps in participants' understandings of key course ideas. Engagement in the use of online resources varied according to participants' attitudes towards online learning. Subjects also reported a lack of motivation to fully engage in the course due to busy teaching schedules and the absence of accountability.

Teacher Training in Curative Education.

Science.gov (United States)

Juul, Kristen D.; Maier, Manfred

1992-01-01

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

Does the Number of Post-Secondary Agricultural Mechanics Courses Completed Affect Teacher Competence?

Science.gov (United States)

Byrd, Alex Preston; Anderson, Ryan G.; Paulsen, Thomas H.; Shultz, Matthew J.

2015-01-01

Preparing teachers to teach agricultural mechanics is a difficult task since many topic areas are included in the curriculum. This study examines the effect of the number of college courses taken on a teacher's perceived competence to teach agricultural mechanics. Agricultural education teachers in Iowa ranked themselves according to their…

Catalog of Nonresident Training Courses, 1994 Edition

Science.gov (United States)

1994-01-01

place of two old courses; General PHARMA CO THERAPEUTICS Oral Surgical Procedures and Exodontia; NAVPERS IN DENTAL PRACTICE 10729-A; and Special Oral...PRIVATE TUTOR - BASIC NUMBERS CONCEPTS C U G ST 5-4 SHIPBOARD TRAINING ENHANCEMENT PROGRAM INDEX OF SHIPBOARD TRAINING ENHANCEMENT PROGRAM PACKAGES...Continued) MEDIA CLASSIFICATION SUBJECT AREA TITLE FEATURES PRIVATE TUTOR - MATH COMPUTATION SKILLS C U G ST PRIVATE TUTOR - PREPARING FOR GEOMETRY AND

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

Science.gov (United States)

Phin, Chankea

2014-01-01

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

Phenomenology and course of severe accidents in PWR-plants training by teaching and demonstration

International Nuclear Information System (INIS)

Sonnenkalb, M.; Rohde, J.

1999-01-01

A special one day training course on 'Phenomenology and Course of Severe Accidents in PWR-Plants' was developed at GRS initiated by the interest of German utilities. The work was done in the frame of projects sponsored by the German Ministries for Environment, Nature Conservation and Nuclear Safety (BMW) and for Education, Science, Research and Technology (BMBF). In the paper the intention and the subject of this training course are discussed and selected parts of the training course are presented. Demonstrations are made within this training course with the GRS simulator system ATLAS to achieve a broader understanding of the phenomena discussed and the propagation of severe accidents on a plant specific basis. The GRS simulator system ATLAS is linked in this case to the integral code MELCOR and pre-calculated plant specific severe accident calculations are used for the demonstration together with special graphics showing plant specific details. Several training courses have been held since the first one in November, 1996 especially to operators, shift personal and the management board of a German PWR. In the meantime the training course was updated and suggestions for improvements from the participants were included. In the future this training course will be made available for members of crisis teams, instructors of commercial training centres and researchers of different institutions too. (author)

Superfund Hazard Ranking System Training Course: Table of Contents

Science.gov (United States)

The Hazard Ranking System (HRS) training course is a four and ½ day, intermediate-level course designed for personnel who are required to compile, draft, and review preliminary assessments (PAs), site inspections (SIs), and HRS documentation records/packag

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

African Journals Online (AJOL)

Erna Kinsey

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

CosmoQuest: Training Students, Teachers and the Public to do NASA Science

Science.gov (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.

2016-12-01

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.

Early Childhood Pre-Service Teachers' Self-Images of Science Teaching in Constructivism Science Education Courses

Science.gov (United States)

Go, Youngmi; Kang, Jinju

2015-01-01

The purpose of this study is two-fold. First, it investigates the self-images of science teaching held by early childhood pre-service teachers who took constructivism early childhood science education courses. Second, it analyzes what aspects of those courses influenced these images. The participants were eight pre-service teachers who took these…

The effects of human relations training on reported teacher stress, pupil control ideology and locus of control.

Science.gov (United States)

Hall, E; Hall, C; Abaci, R

1997-12-01

This study presents the reported outcomes of a two-year, part-time Masters' programme in human relations using an experiential learning methodology based mainly on humanistic psychological theory. The following hypotheses were examined. That as a result of the two-year programme: the experience of reported stress would be reduced; reported attitudes to student classroom control would shift from custodial to humanistic; there would be an increase in reports from participants of a sense of control over their lives; changes of behaviour in work, social settings and at home related to these three variables would be reported. Involved in the study were 42 experienced teachers. These included 32 women and 10 men, with an average age of 35, who worked in a wide range of educational institutions. Their learning style preferences were also considered as independent variables. A control group of 42 was established with similar demographic characteristics. Prior to the course, the experimental group and the control group were given the Maslach Burnout Inventory and the Pupil Control Ideology Form. In the early stages of the course, the experimental group completed the Kolb Learning Style Inventory and an informal measure of locus of control which was repeated at the end of the first year of the course. A sample of 32 from the experimental group were given semi-structured interviews relating to changes in their professional and personal lives. The results indicated that, following the training, there was a reduction in reported stress, indications of a more humanistic orientation towards pupil control and an increase in a sense of an internal locus of control. The quantitative data were confirmed by qualitative data generated from semi-structured interviews, which involved substantial reports of applications of the training in their professional and personal lives. These results provide support for including experiential human relations training as part of both the in

GIS In-Service Teacher Training Based on TPACK

Science.gov (United States)

Hong, Jung Eun; Stonier, Francis

2015-01-01

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

THEORY AND PRACTICE OF DESIGNING COURSES ON LANGUAGE TESTING AND ASSESSMENT

Directory of Open Access Journals (Sweden)

Olha Kvasova

2016-12-01

Full Text Available The paper considers the theoretical underpinnings and practices of designing courses on language testing and assessment for pre-service FL teacher training. The author analyses definitions of assessment literacy offered in the studies of world experts including teaching content and objectives of such long implemented courses. She further reasons the urgent need in introducing courses on language testing and assessment in Ukrainian universities; specifies the goal of the courses which lies in training student teachers in developing quality tests and administering assessments on the outset of their teaching career; outlines the content area to be covered in the course placing emphasis on its being based on professional needs; specifies course objectives such as building students’ awareness of key concepts and principles of language testing, developing ability to critically analyze available ready-made tests and make decisions about their fitting particular assessment needs, building skills to develop own or adapt ready-made tests and tailor them to the educational context; discusses preconditions of efficient running and attaining good outcomes of such courses which, in her view, are predetermined by traditionally high standards of teaching language pedagogy in Ukraine. An innovative structure of the course based on principles of testing cycle as well as interactive and constructivist methods of teaching language testing and assessment to student teachers are offered in the article.

RCRA Personnel Training, Course 7488

Energy Technology Data Exchange (ETDEWEB)

Simpson, Lewis Edward [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2017-01-30

Federal and state regulations require hazardous and mixed waste facility workers at treatment and storage facilities (TSFs) and <90-day accumulation areas to be trained in hazardous and mixed waste management. This course will refamiliarize and update <90-day accumulation area workers, TSF workers, and supervisors of TSF workers regarding waste identification, pollution prevention, storage area requirements, emergency response procedures, and record-keeping requirements.

Involving Practicing Scientists in K-12 Science Teacher Professional Development

Science.gov (United States)

Bertram, K. B.

2011-12-01

The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/ where you can find the detailed course contents under the "Microsoft Office XP" catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participa...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the app...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the "Microsoft Office XP" catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the partici...

CERN Technical Training 2004 - Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the ap...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A new blended learning course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on September 7, morning. Course sessions will be self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office XP suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office XP' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the ...

CERN Technical Training 2004: Instructor-led WBTechT Course for Microsoft Applications

CERN Multimedia

Monique Duval

2004-01-01

Would you need to enhance your skills in Microsoft Office applications or Outlook? A 'blended learning' course, combining instructor-led and computer-based multimedia training, is now offered by Technical Training: the Instructor-led CERN Web-Based Technical Training (WBTechT) Course for Microsoft Applications. The next session will take place on November 9, morning. Course sessions are self-paced and self-directed, with participants being in control of their learning, while having direct access to an instructor when in class. Topics include the Microsoft Office suite (Word, Excel, PowerPoint, Access) and Outlook, at introductory, intermediate and advanced levels. Visit the 2004 CERN WBTechT Portal, http://www.course-source.net/sites/cern/, where you can find the detailed course contents under the 'Microsoft Office' catalogue. Previous experience in web-based training is not required, as each session will start with an introduction to E-learning, and registration of the participants into the appropriate WBT...

Teacher Accreditation Courses in Rural Education at UFT: Perspectives and challenges in the construction of a course

Directory of Open Access Journals (Sweden)

Darlene Araújo Gomes

2017-12-01

Full Text Available We present a study about teacher accreditation in rural education at the Federal University at Tocantins (UFT. We analyzed the political and pedagogical aspects of the implementation of the course. We debated the protagonism of social movements in struggles for the right to education and in issues related to higher education policies for rural areas in Brazil. The methodological approach was inspired by oral history, using a qualitative approach. We interviewed teachers who participated in the implementation of the course at UFT, to grasp the expectations and constructions undertaken in the materialization of the accreditation course. The theoretical basis of this study involved a dialogue with authors such as: Caldart, Santos, Molina, Arroyo, Silva and Alberti. We discuss the pedagogy of alternance as a reference to the quality of alternance sought for the accreditation program for rural education and proposals for its enactment. We find that the implementation of the accreditation course in rural education represents an achievement for the population living in rural areas and is in a process of construction, which requires that its organizers adopt new positions in relation to conflicts and confrontations involved in its realization.

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

Science.gov (United States)

Chi, Cheng-Feng

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

Attitudes of a Sample of English, Maltese and German Teachers towards Media Education

Science.gov (United States)

Lauri, M. A.; Borg, J.; Gunnel, T.; Gillum, R.

2010-01-01

Media education forms part of the National Minimum Curriculum of England, Malta and Germany. Teacher training courses differ greatly in how teachers are prepared to teach media education. In this paper we shall investigate the attitudes of a sample of teachers trained in England, Malta and in Germany towards their perceived importance of media…

Technical Training: New Course on Microsoft Access 2003 - ECDL Module 5

CERN Multimedia

Monique Duval

2005-01-01

CERN Technical Training 2005: Learning for the LHC! The CERN Technical Training programme is now proposing a new course on Microsoft Access 2003, designed for people using Access to work with databases. The course programme will include the description of the objects of an Access database, and how to work with Access, creating and using queries, tables, forms and reports. After this course, participants will be at the level of the ECDL Certificate, Database Module 5. Optionally, it will be possible to stand the ECDL examination at the CERN Training Centre. The first scheduled session of this two-day course on Microsoft Access 2003 will take place on March 15-16, 2005. The number of participants to each session is limited to 12. The course will be in English, with an English-French bilingual instructor. The course fee is 400.- CHF per person, scaling down in case of a class of more than 4 participants. The cost of the optional ECDL certification, that will take place at a subsequent date, is 112.- CHF for t...

Technical Training: New Course on Microsoft Access 2003 - ECDL Module 5

CERN Multimedia

Monique Duval

2005-01-01

CERN Technical Training 2005: Learning for the LHC! The CERN Technical Training programme is now proposing a new course on Microsoft Access 2003, designed for people using Access to work with databases. The course programme will include the description of the objects of an Access database, and how to work with Access, creating and using queries, tables, forms and reports. After this course, participants will be at the level of the ECDL Certificate, Database Module 5. Optionally, it will be possible to stand the ECDL examination at the CERN Training Centre. The first scheduled session of this two-day course on Microsoft Access 2003 will take place on March 15-16, 2005. The number of participants to each session is limited to 12. The course will be in English, with an English-French bilingual instructor. The course fee is 400.- CHF per person, scaling down in case of a class of more than 4 participants. The cost of the optional ECDL certification, that will take place at a subsequent date, is 112.- CHF for ...