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M.Л. Смульсон
Information Technologies and Learning Tools , 2010,
Abstract: The modern professional teacher environment is analyzed in the article. There are selected the basic teacher functions in accordance with the type of educational environment. У статт анал зу ться сучасне профес йне середовище вчителя. Вид ляються основн функц вчителя в дпов дно до типу навчального середовища.
Teacher leadership and educational innovation  [PDF]
Frost David
Zbornik Instituta za Pedago?ka Istra?ivanja , 2010, DOI: 10.2298/zipi1002201f
Abstract: This national conference was arranged by the Ministry of Education to support the drive to modernize the education system as a whole. This paper is based on David Frost’s presentation which explored the links between a transformative view of education, the nature of innovation and the need to develop teacher leadership. It is argued that, in transformative education, learning centres on the cultivation of capacities and dispositions. These are exemplified and illustrated. Key concepts such as agency, meta-learning, self-regulation and their link to citizenship are explained. The distinction is drawn between implementation and innovation as a process which is both long and arduous. It is argued that such a process of innovation demands learning at all levels (students, teachers, the school, the system), but teacher leadership is where the most potential lies. Stories of teacher leadership are used to illustrate what can be achieved and claims are made as to the benefits of teacher leadership. It is claimed that teacher leadership can mobilise teachers’ capacity for leading change, improve quality in the system and build professional knowledge that teachers trust. The paper concludes by outlining the theory of teacher leadership promoted by the International Teacher Leadership project.
Resistance in Teacher Education in the Context of Educational Drama
Mustafa Yasar
Pakistan Journal of Social Sciences , 2012, DOI: 10.3923/pjssci.2010.371.379
Abstract: In teacher education literature, there is a special attention on the resistant nature of preservice teachers. There is a growing list of unconventional teaching methods in teacher education programs to deal with resistance. Educational drama is only one of these alternative methods that teacher educators utilized in their classrooms to facilitate learning and development of the future teachers. This ethnographic case study explored the nature of resistance in a teacher education classroom among preservice teachers toward the teacher education program, teacher educators and their choice of educational drama as instructional method. Data collection methods included semi-structured individual and group interviews, participant observation in the local settings and WebCT discussions. The data were collected during one course over 10 week period. The participants were one teacher educator and 16 preservice teachers enrolled in Masters in Education program at a regional campus of a Midwestern state university in the USA.
Affectivity in educational context and in the teacher’s formation: mobilization, social participation and ethical-politics suffering  [cached]
Viviane Melo de Mendon?a
Revista de Ciências da Educa??o , 2010,
Abstract: It was intended to draw reflections on the subject and affectivity constitution within the theoretical and methodological approach of the socio-historical psychology, having as a field of analysis the question of ethical-political suffering in educational context and teacher’s formation. It was concluded that the challenge for education and formation of undergraduates and teachers is to propose alternatives that enable educational institutions to rethink their social practices with adolescents and youth to produce spaces of rights and respect for differences.
Integrating Ict In Teacher Educational Curriculum
Surender Singh Sidhu
Indian Streams Research Journal , 2012,
Abstract: Teacher education hasemerged over the last decade as an identifiable are of study and much has been written in the subject. The teacher education literature has served to disseminate information on and ideas for improving teachers' and, future of the teacher profession and the nature of teaching as a job. Yet, as an area discussion about the study, teacher development tends for the most part to be dominated by issues, while the concept itself and the methods that may affect teacher development remain comparatively neglected.Initial teacher education, as well as, the professional development of teachers, is the key issue in every country, since the quality of the teaching workforce is among the main factors that influence the level of students' achievement.
Continued Education to Integrate the Educational Laptop: Reflections on Educational Practice Change  [PDF]
Shirley Takeco Gobara, Dirce Cristiane Camilotti
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.410A010

This paper presents the analysis and reflection of continuous formation for the use of educational laptop by teacher, and is held in the context of the implementation of the Project one computer per student (PROUCA), a pilot project-phase-II, in one of the public schools of the city of Terenos, MS, Brazil. This is a qualitative research of a case study type conducted from the analysis of the plans lesson made by two teachers throughout the training provided for the use of educational laptop, of the interactions with the tutor during training and information obtained in interviews semi-structured realized after training. The results suggest that the training contributed to the appropriation of the knowledge concerning the use and handling of the laptop features related to technical and pedagogical aspects and promoted the reflection on practice. The analysis showed that there was an increase in teachers’ planning, related to the content worked in the Modules and in the interactions with the tutor, but it was not enough to cause significant change in the pedagogy of theirs classroom practices, highlighting the need for continuing training with situations that prioritize the discussions of teachers’ pedagogical conceptions.

Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement  [PDF]
Einar M. Skaalvik, Sidsel Skaalvik
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.107104
Abstract: The purpose of this study was to explore how collective teacher efficacy and teacher self-efficacy were related to teachers’ perceptions of job resources and job demands in the working environment at school, teachers’ feeling of belonging and teacher engagement. Three job resources were included: positive and supportive relations with colleagues, positive and supportive relations with the school leadership, and shared goals and values. Three job demands were also included: discipline problems, time pressure, and student diversity. Participants in the study were seven hundred and sixty teachers in elementary school (grade 1 - 7) and middle school (grade 8 - 10). Data were analyzed by means of confirmatory factor analysis and SEM analyses. The SEM analysis revealed that all job resources were positively associated with collective efficacy and belonging whereas teacher self-efficacy was positively associated with teacher engagement. The SEM analyses also indicated that the job resources were indirectly associated with teacher self-efficacy, mediated through collective efficacy and that collective efficacy was indirectly associated with engagement, mediated through teacher self-efficacy.
Raising The Educational Standards Through Enhancing Children’s Thinking: Impl cations For Teacher Education
Yasemin G?DEK
Journal of Kirsehir Education Faculty , 2005,
Abstract: In this study, the main aim is to raise a fundamental question of whether there is any possible way of raising the educational standards in order to meet the demands of society. In this respect, firstly, the changing function of education and the significance of teaching children how to think and learn will be emphasised, and the importance of science education in children’s learning processes and the gradual improvement of science education will be examined. Secondly, in the light of learning theories, the changing notion of the learning process will be indicated, and the cognitive acceleration intervention programme of the CASE (Cognitive Acceleration through Science Education) project will be examined briefly. The necessity of instruction and intervention will be emphasised. Then, the programme and the findings of CASE will be debated. Finally, some suggestions for teacher education will be made.
The Devil's Bargain: Educational Research and the Teacher
Ivor F. Goodson
Education Policy Analysis Archives , 1993,
Abstract: The concern of this paper is to explore why it is that so much educational research has tended to be manifestly irrelevant to the teacher. A secondary question is how that irrelevance has been structured and maintained over the years. There are I think three particularly acute problems. Firstly the role of the older foundational disciplines in studying education. Secondly, the role of faculties of education generally. Thirdly, related to the decline of foundational disciplines and the crisis in the faculties of education, the dangers implicit in too hasty an embrace of the panacea of more practical study of education.
Teacher Education in Nigeria: Challenges to Educational Administrators in the 21st Century
E.D. Nakpodia,James Urien
The Social Sciences , 2013, DOI: 10.3923/sscience.2011.350.356
Abstract: This study conducts a comprehensive assessment of the role of educational administrators in Nigeria in view of the dynamism of the constantly changing political and economic landscape. The study presents information and recommendations on how teachers training and continuous professional development can be positively influenced by the school administrators which has posed as challenges to educational administrators in the 21st century. This is because teachers are very important in the overall development of any nation through their impact the educational system. It is obvious that teacher education is a process for continues updating of teacher s knowledge, skills and interest in their chosen field. Hence, it is a challenge for educational administrators to play several roles in teacher education in Nigeria.
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