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Search Results: 1 - 10 of 7917 matches for " Teacher Training "
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Preparing a Profession: Development and Design of a Merged Program  [PDF]
Denise A. Soares, Ann Monroe, Susan S. McClelland
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.88094
Abstract:
The need for improved teacher training arises from the limitations of current teacher training programs. In many universities, general and special education programs continue to operate under separate models. Research shows teacher preparation programs failed to prepare general educators for the challenges of inclusion and collaborative teaching environments. The purpose of this report is to discuss the impetus for the program redesign by describing the outcomes of the joint venture between faculty in the Elementary, Secondary, and Special Education programs. A thorough description of the program (e.g. admissions, course sequence, action labs, and field experiences) as well as critical components will be discussed.
Needs of Training of Secondary School Teachers on the Framework of the National English Program of Basic Education  [PDF]
Jorge Mejía Bricaire, Edgar Oliver Cardoso Espinosa, María Trinidad Cerecedo Mercado, Fernando Brise?o Hurtado, Joel García Mendoza
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.511111
Abstract: This paper discusses the high school teachers’ needs of training in the framework of the National English Program in Basic Education (NEPBE). This study aimed to evaluate perceptions of English teachers, in order to describe the social context—culture in the framework of the implementation of the programme. The methodology used was a non-experimental study of transverse type and evaluative character. The sample consisted of 35 professors who carried out the pilot study of the NEPBE in secondary general in the State of Mexico. The instruments used were a questionnaire and an evaluation scale of Likert-type whose application was done in December 2012. Among the main conclusions obtained, it was found that teachers need to identify the subject curriculum standards, they need to own an educational update in the creation of conducive learning environments for English language teaching, and also it was perceived with difficulties in students learning of English as a second language due to the lack of materials and infrastructure.
The Academic Agenda on Training Teachers in Brazil  [PDF]
Rosimar Serena Siqueira Esquinsani, Valdocir Antonio Esquinsani
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.715208
Abstract: Considering the importance of the movements on teacher training in Brazil, the text seeks to map the academic agenda or the scientific literature on the subject. To do so, it is based in a longitudinal survey on the main trends of research in the area of teacher training over the first fifteen years of the 21st century (2001-2015), locating and examining 142 scientific articles published in recognized Brazilian journals in the educational area. It describes aspects of form and content of those articles, indicating how the national scientific production has behaved on the subject. It concludes that there are gaps in the studies, such as teacher training for early childhood education and acting in private schools, as well as the existence of a gap regarding the theoretical references used.
The Importance of Teacher Training for Development of Gifted Students’ Creativity: Contributions of Vygotsky  [PDF]
Fernanda Hellen Ribeiro Piske, Tania Stoltz, Ettiène Guérios, Denise de Camargo, Carla Luciane Blum Vestena, Samarah Perszel de Freitas, Ana Aparecida de Oliveira Machado Barby, Jamille Santinello
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.81011
Abstract:
The creativity is expressed in all individuals, but it manifests itself in different proportions and it may be carried out at different levels. Development levels of this attribute depend on the teacher’s mediation in the process of learning. Creativity can be a challenge for most teachers, since they are unaware of its importance and unwittingly they inhibit by teaching methods that are not aimed at instigating the potential of students. Thus, this article aims to highlight the importance of teacher training for the development of gifted creativity. In conclusion, the mediation of teachers makes the difference in gifted education. As Vygotsky explains, it is precisely through the mediation that it is possible to develop the creative potential. In this sense, the training of the teaching staff reflects in how the mediation will take place during the process of teaching and learning. Therefore, it is essential that teachers are prepared to create a stimulating environment of potential and talents, as well as in performing a work with creativity of their students.
Creative Technology in the Curriculum in Online Teacher Training  [PDF]
Danielle E. Kaplan
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.88087
Abstract: Innovation of and with technology is fundamental to existence. The need for human learning of technology use and possibility is essential. There is a growing and urgent call to enable our population with the skills to access knowledge, interaction and creation capabilities. Including technology in the curriculum is core to advancing thinking about and use of technology, as is incorporating technology instruction into teacher education. Training teachers to facilitate learning about and use of technology in learning is key to reaching students. This research describes the development of online instruction designed to prepare teachers to implement technology use in the classroom.
Creativity in Education: Teaching for Creativity Development  [PDF]
Danielle E. Kaplan
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.102012
Abstract: Creativity is essential to innovation, novelty, and sustenance. This research involves the study of creativity in education, specifically through the training of teachers and future teachers to apply theories of creativity in instructional design. Teacher Education students were exposed to creativity theory and conditioned to apply theory in developing learner creativity in lesson and project design. Creativity theories were included in an online course in cognition and critical thinking in education as foundational psychological frameworks to apply in educational practice and in the design of creative activity in the course. Participants studied and applied creativity frameworks in instruction and learning design in the form of lessons and projects. Lesson Designs were full-length lessons with applications of creativity theory. Project Designs were group projects incorporating creativity theory into an educational resource. Uses of creativity theory in lessons and projects were analyzed for understanding and application of theory.
Teachers’ Critical Thinking Level and Dispositions
?zgen KORKMAZ
Journal of Kirsehir Education Faculty , 2009,
Abstract: The purpose of this study was to examine critical thinking level and dispositions of teachers. Participants of this descriptive study were 110 teachers and lecturers. Data of the study were based on literature review and on scores on California Critical Thinking Disposition Inventory. Its alpha coefficient for internal consistency was 0.88. Data analyses were involve determination of descriptive statistics, use of t-test, analysis of variance and Scheffe’s test (p<0.05). As a result; Critical thinking level and dispositions of teachers is found medium. It is also determined education level, type of institution, filed of study, seniority and gender, factors aren’t effect on it.
Opinions of Turkish Students Graduated from Faculties of Arts and Sciences about Pedagogical Formation Training
Murat Demirba?,Metin Elkatmi?,Nurcan Ertugrul
International Journal of Academic Research in Business and Social Sciences , 2012,
Abstract: Training teachers is among the most important issues for many governments. In Turkey, similarly, the question of how to train teachers has been debated for years and numerous practices have been tried. One of these practices is providing pedagogical formation training to students who graduated from faculties of arts and sciences. The main aim of this study is to determine the opinions of these students about the pedagogical formation training given by faculties of education. The research was designed as a descriptive study in which scanning model was employed. The universe of the research consists of 122 students who graduated from the Faculty of Arts and Sciences at K r kkale University and who are currently receiving pedagogical formation training in the Faculty of Education. The data in the research were collected using the assessment instrument developed by Geli li (2009), they were analyzed and interpreted using SPSS 16.0 software, and finally suggestions are presented.
Notas para pensar una genealogía de la formación permanente del profesorado en la Argentina
Vezub, Lea Fernanda;
Revista mexicana de investigación educativa , 2009,
Abstract: teaching, teacher education, and lifelong learning have been the favored focus of intervention for educational policies and administrations, particularly during the most recent curriculum reforms in the region. these reforms positioned teacher professionalization and ongoing improvement at center stage. such a situation, along with the small number of specific research studies on the topic, produced an instrumental conception of training. since such a conception is generally rooted in policies and practices more than in theory, the possibilities for constructing an autonomous field of knowledge have been limited. this article proposes reviewing the historical background of professional teacher development and the obstacles for configuring the field. lastly, it looks at current problems and new tendencies that are debated in studies, policies, and teachers' experiences of development and lifelong learning.
LA ESCUELA COMO ESPACIO PARA APRENDER A ENSE?AR: VISIONES DESDE LOS PROGRAMAS DE FORMACION DE PROFESORES DE EDUCACION MEDIA
Contreras,Inés; Rittershaussen,Sylvia; Montecinos,Carmen; Solís,María Cristina; Nú?ez,Claudio; Walker,Horacio;
Estudios pedagógicos (Valdivia) , 2010, DOI: 10.4067/S0718-07052010000100004
Abstract: this paper presents the results of an analysis of field experiences curriculum of eleven teaching training programs for secondary education in chile. theses programs represent different training models. the results show that the term ?practicum? refers to a variety of purposes, activities and connections to other components of the curriculum. it is possible to distinguish three ways of conceiving the school as a training area for learning how to teach. the first, asks the student to read the school as a ?text? which will make intelligible the theory in educational foundations courses, while the second displays the school as a ?context? that provides inputs to exercise specific teaching skills, typically associated with teaching. in the third, the school was conceived as a stage to perform the full range of skills associated with teaching-learning process and develop a teacher identity.
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