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Teacher Training - Science topic

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Corporal punishment, violent communication, humiliation...by parents and teachers.
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Most welcome sir
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A researcher sent me this article having titled "A Comparative Study on Scientific Attitude and Teaching Aptitude of the Student – Teachers of Jharkhand in Relation to their Performance in Teacher Education.” Kindly comment it by anybody.
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Thank you Dr. Pravat Kumar Dhal , the title is too long. It also seems that the title carries the main objective as well as the specific objective. The title can be shortened to read "Attitude and Teaching Aptitude of Students: A Comparative Study.”
Hope this is helpful.
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In face-to-face teaching, teacher training is an essential task. Trainings are organized as well as refresher sessions are scheduled to train teachers of new teaching tools and methods. In your opinion, is this training also essential in online education/learning?
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Let me point to the following negative opinion related to the distance learning and education. Coronavirus Diseases (COVID-19) increase the black market of education. Look around you and count how many black offices for solving the exams and assignments are there.
From my point of view, e-learning alone will not succeed without traditional learning. Furthermore, I see that e-learning hasn't achieved the desired aims or results for developing countries and traditional learning is better. This is because there are many black offices for solving exam questions!! These offices made online learning a trading stock that resembles the slave-market.
At least, the hybrid learning of both of them is better than the traditional one.
In any way, exams must be inside the educational institutes with the physical attendance of the students.
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Is it more with type of leadership style and teachers' various methods that are being used to target their goal of instructions?
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differentiated two aspects of motivation: initiating motivation which was concerned with the reasons for doing something and deciding to do something, and sustaining motivation referring to the effort for sustaining or persisting in doing something. Dörnyei and Ushioda (2001, 2011) identified two dimensions of defining motivation on which most researchers would agree: direction and magnitude of human behavior. Accordingly, motivation specifies the reason why people decide to do something, how long people are willing to sustain the activity and how hard they are going to pursue the activity.
As for teacher motivation, Sinclair (2008) defined it in terms of attraction, retention, and concentration as something that determines 'what attracts individuals to teach, how long they remain in their initial teacher education courses and subsequently the teaching profession, and the extent to which they engage with their courses and the teaching profession (2008, p. 37). Dörnyei and Ushioda (2011) highlighted the two dimensions of teacher motivation in accordance with their conceptions of motivation, namely, the motivation to teach and the motivation to remain in the profession. Their review of literature came to a conclusion of four featured components of teacher motivation: prominent intrinsic motivation which was closely related to the inherent interest of teaching; social contextual influences relating to the impact of external conditions and constraints; temporal dimension with emphasis on lifelong commitment; and demotivating factors emanating from negative influences.
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I am conducting a study with the following variables:
Dependent variables:
Need for referral (10cm analogue scale) - continuous data
Yes or No question about child's development - nominal data
Independent variables:
Ethnicity of child
Gender of child
Gender of teacher
General Self-efficacy (GSE) score of teacher
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The hypotheses are:
Hypothesis 1: Male vignettes will be scored a higher need for referral compared to female vignettes
Hypothesis 2: The need for referral will be lower for White British children’s vignettes compared to other ethnicities vignettes
Hypothesis 3: Recognition of atypical development will be lower for White British children’s vignettes compared to other ethnicities vignettes
Hypothesis 4: Female teachers will rate a higher need for referral compared to male teachers
Hypothesis 5: Teachers with high self-efficacy will recognise atypical development more accurately than teachers with low self-efficacy
Hypothesis 6: Teachers with low self-efficacy will rate higher need for referral than teachers with high self-efficacy
I am hoping to find out the ability of Early Years educators to recognise and refer children with SLCN.
I am struggling to decide which analysis method I should use. I would really appreciate some guidance. Thank you.
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Everywhere Scopus is demanded much. It is genuine interest to know the causes. Further the researcher belongs to Education group. Hence, he wanted to know the free journals of Education/Teacher Education, Higher Education in Scopus group.
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Try to find free journal in open access and Asian Journal Advances
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Some believe that teachers are born naturally as teachers; some think that teachers must be trained. Where do you stand?
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The general assumption is that people do not inherit the talents and professional knowledge required for teaching. Although some people are born with a more pleasing demeanour, teaching abilities and expertise are acquired over time.
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I am currently carrying out a research into teacher education in Papua New Guinea. Can someone help me access all the latest Journals on Teacher Education in Papua New Guinea please?
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Hello Jimela
As far as I am aware, the only education-related journal functioning in PNG at present is 'Contemporary PNG Studies'. PNGJEd and PNGJTEd are not current. Otherwise, the UOG Library has a very good collection of theses on teacher education in PNG. My books and articles on PNG teaching on RGate also have extensive reference lists.
Regards
Gerard
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If your answer is yes, please help me and my research with fulfilling this questionnaire:
Many thanks for help and for forwarding this for your colleagues!
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Good luck, with your research. I am a teacher of English from Morocco.
Best wishes,
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We are planning an evaluation of an intervention that is designed to increase kindergarten staff's ability to identify and manage concerns of child maltreatment (i.e., maltreatment of kids attending their kindergarten).
Learning outcomes include a) increased knowledge about child maltreatment (e.g., signs of maltreatment); b) ability to manage concerns of abuse (e.g., filing a report to child protective services, speaking with the child or parents, etc.), and c) an improved organizational culture where one may discuss concerns of maltreatment openly, with a sense of collegial support.
Considering these outcomes, does anyone have any suggestions for existing self-report measures that may be suitable? I haven't really found anyone that directly addresses these issues. All comments are welcome!
Kind regards,
-Lasse
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Thank you for your response! I think you're right; we have to develop an outcome measure specifically for our project. But I wanted to make sure there weren't any similar measures already developed and available.
Your examples are good, and in line with what we are thinking (i.e., some type of Likert scale questionnaire that taps into the various outcome of interest). Thanks again!
Best,
-Lasse
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Hello, all,
I'm trying to design a questionnaire that gets at two constructs for educational practitioners: 1) beliefs about teaching and learning, and 2) interpretations of an educational reform.
For the latter, I'm not trying to get at attitudes (what do you think of the reform?) but rather the beliefs, logics, assumptions that practitioners think inhere in the reform (why is the reform happening/what is it about/what does it propose, educationally?)
Now, I realize this is a bit confusing. As an example, I'd hope to juxtapose something like: "students should learn/learn best through memorization". For (1), the respondent would answer "I believe this is true." For (2), though, I'm struggling -- something like "I think this is the case for/intention of X new reform."
I've been trying to find examples of such comparative surveys focusing on perceptions/interpretations of innovation, reform, change, etc. But I'm coming up short.
Would it be fare to frame interpretations, cognitively, as "expectations" ("with X new reform, I expect this to be true") or social demands ("I think my school wants me to do this")?
Any thoughts are much appreciated!
(PS - To complicate this further, I intend to make a similar survey for students!)
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that is to do research!
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When observing language lessons in the classroom, I often witness new teachers perfer to talking to the students instead of interacting with them or make them interact each other even though I make this point very clearly in the teacher training or advisory meeting. So I am wondering if there are any theories or research discoveries address this problem and shed lights on how to tackle routine issue? Thanks in advance.
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There are many publications on this issue. We did a lot of work on interaction practices in classroom too. But when you have to start reading about it, I would advice a book of Courtney Cazden, Classroom Discourse (1988).
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The temptation in all the remodeling of the study plans to train teachers that I have experienced, faced with a new strong point of interest, has been to introduce a subject that caters for it. Thus, environmental education, for example, has been the curriculum of Spain for more than 25 years.
Now the SDGs are the focus of attention, and the university is committed to developing them. the challenge is to do it from the established curricular subjects
Educational mathematics is developed in three or four subjects of each training curriculum, and has to embrace achieving the teacher's competence development to teach school mathematics and also, the purpose of working on the SDG, how can we do it?
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Sorry Ariful, it is not about technology to assume the question, it is about how in the knowledge that you must work on the subject you teach, you are able to integrate the SDG-2030 with meaning for the subject, for the students and for the degree or degree they study !!
Thanks for your interest
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Edupreneurship is the connection between digital education, teacher training and entrepreneurship. When teachers begin to develop their own educational practice with the mindset and methods of an entrepreneur, new forms of teaching will emerge. These teaching innovations will leave the classroom and lead to new educational products or business models, because entrepreneurs want to sell and disseminate their ideas. The education system is being renewed from within. Unfortunately, there are hardly any studies or concepts on edupreneurship. Can you help? I am looking for suggestions, projects or literature on this topic.
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Might be slightly off topic. Please see the paper below on implementing digital training in manufacturing. Interestingly, we have started doing the classroom based training again but utilise the digital training as a prerequisite to classroom based training, so that we can gauge the overall understanding the individuals already have prior to the classroom based learning approach.
I suppose this is an example of what you are talking about. We looked at what educational institutes were doing, during the pandemic to teach students. We had a similar issue as we didn't want to put on classroom based training due to the close quarters environment associated with classroom based learning so in the short term created digital training which can be utilised anywhere i.e. home, office, shop floor and at any time.
Hope this might be of some use.
Best Regards
Martin
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Could you recommend me books where interviews with education experts have been published? I am interested in scientific, not popular science literature. I am looking for books in which theoretical threads would be illustrated by interviews with experts, e.g. teachers, schools principals, teacher trainers. Thank you for any inspiration.
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First, you have to devise the particular educational issues you will address. For instance, if they are dyslexic and how they perceive or deal with it.
Now, use search engines to get some references on the topic.
Try to watch videos on the subject to learn the jargon.
As you do the steps above, take notes. Do not underestimate your doubts. As you build some knowledge about the subject, then you will have a repertoire of questions of your own and will be able of reaching out your educational ecosystem and ask questions to researchers. If people ignore you, then it is THEIR problem. Rejection is part of the process.
Research requires curiosity, persistence and tolerance to frustration.
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In most cases, educators receive their training before they start working or at the early stages of their working life. In very few cases, they receive retraining to update and upskill. With time the methodologies used by educators become obsolete. With time, there will be a need for retraining and upskilling for the teachers.
Whose responsibility should it be then to retrain and upskill the masses of teachers with outdated ways of doing things? Especially when the environment is completely changed overnight as is the case with the transition from face to face teaching to Online teaching because of the pandemic?
Should the teachers invest in their own training and retraining or the government and other authorities be responsible? What do you think? Please share your thoughts.
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It should be the responsibility of the employer
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What does it entail to be a teacher? Is it just one of the jobs out there or it is a responsibility with monetary benefits or should it be a profession? For the last part, one might need to look at the definition of a "profession".
An occupation in which a professed knowledge of some subject, field, or science is applied; a vocation or career, especially one that involves prolonged training and a formal qualification
A profession arises through the process of professionalization when any trade or occupation transforms itself through "the development of formal qualifications based upon education, apprenticeship, and examinations, the emergence of regulatory bodies with powers to admit and discipline members, and some degree of monopoly rights."
What are your thoughts about teaching?
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The answer of this question is not easy because it needs alot of scientific disciplines, in my points of view Teachers demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development, and learning. ... Teachers are keenly alert to and advocate for the needs of their students. Educators demonstrate a commitment to professional standards, problem solving and decision-making.
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What papers/books can you recommend on teacher training focused on learning with materials (design and tinkering)?
I know Edith Ackerman, Nigel Cross etc. Though they are not writing on teacher training.
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Interesting
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In your opinion, what is the difference between a good teacher and a great teacher?
and what are the main teaching styles and how they Impact Students?
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Good teachers teach students what they need to know. Great teachers arose their desire and passion for learning. They prepare students for their future.
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The recent shift in the mode of instruction has left some experienced middle aged teachers less confident about their competence, especially in handling technology in education. This brings the need for a drastic change in teacher education programs. When the digital native learners have an edge in using technological devices and online platforms, the traditional student teacher relationship may begin to crack. Teachers often feel stress and anxiety when they are unable to address the technical issues reported by students. One of the solutions to this problem is to conduct regular professional development sessions for teachers. In addition to this, there is an urgent need to redesign the teacher education programs to meet the new requirements.
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I am a physics teacher, and despite, I live in hyperinflationary Venezuela, I try to teach myself about the new and powerful methods of teaching and learning (flipped classroom just to mention one and so on) by looking at MOOCs freely available.
Yes, we all have to improve our teaching competencies, since teaching with MSL is evolving quickly.
Best Regards. The future is ours if we want so.
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I am considering as research an estimate of the equilibrium between supply and demand of pedagogical training, considering how the government makes a decision to offer (or not) pedagogical training to teachers, and, concomitantly, how is the decision making of teachers in participate (or not) in pedagogical training. I thought about doing this using game theory, but I'm not sure what kind of model I should use, or what I should consider to determine that model. Has anyone worked with something similar and could give me any suggestions?
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Dear Carmem Fruhauf de Oliveira,
Your research idea is very interesting. I am sharing my thoughts on it. As mentioned in your question, I consider a game between the government and a potential teacher and it proceeds as follows.
Suppose the government arranges for training and the teachers decide to participate. Now the government must choose the amount of investment. This will create a level of teaching skill which, along with teacher's effort, will become input to produce a particular quality of a good, say 'teaching'. This good will have public good characteristics for the students. On the other hand, a teacher will get a fixed income but only after completion of the training period i.e. in future period. So he will discount his future utility to obtain utility in the present period. But if he does not participate in training, he can still get a job (may be as a contractual teacher) instantaneously but at a lower salary and will produce a low quality public good.
If the government does not invest in training then it will spend that amount in some other development projects which will yield some level of social benefits. In that situation, if a teacher opts for teaching job he will get a lower salary (compared to what he would be getting as a trained teacher) and will produce an inferior quality of the public good (teaching service).
The government, being a social planner, will take decision through maximizing social welfare which will include the payoffs of all the agents, whereas, a teacher will decide by maximizing his own utility.
This is merely a draft of what I thought. You can build a model considering suitable functions and solve it.
With regards,
Tilak Sanyal
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Hello, I'm a student at the Cooperative University of Colombia, I'm initiating an investigation about the contributions of qualitative and quantitative research in the teacher training process. Could you recommend me study material about that (studies, books, essays)?
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unfortunately it is different in different countries, and in different universities. in our republic, for example, the more the better ((
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Dear colleagues,
What are the difficulties you encountered in setting up a new research journal, in the field of teacher training and education sciences?
If you had difficulties, how did you surpass them?
Thank you kindly,
Ciprian Simuț, PhD
Research Associate, Nelson Mandela University, South Africa
Department of Teacher Training, University of Oradea
Associate editor - Journal for Teacher Training and Education Research (JTTER - jtter.uoradea.ro)
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In setting up a new research journal in teacher ed. and educ. research I would consider a number of aspects resp. requirements:
1. You need to have or to establish a publishing organization unit (publisher)
2. You need an editorial board and you must convince well known colleagues from the field of education to join the board.
3. You have to decide about the frequency of the appearance of the journal per year, i. e. about the number of volumes p.y.
4. You must have a clear idea of the profile of the journal: should it comprise all scientific aspects of teacher education and educational research: historical, philosophical, psychological, sociological, economical and political dimensions or only some of them,? iI the latter case they have to be named.
5. Should the journal be devoted to qualitative and / or quantitative research?
6. You must gain well known researchers to serve as peer reviewers of the papers submitted.
7. You must convince well known researchers to submit papers of high quality at your journal.
I wish you luck and success.
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I read a lot of experience of application programs to learn, but I think maybe you better work every day on the subjects in class
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We live in a time when our understanding of the role of the teacher and the power of Values Education are coalescing. No longer is Values.
Education on the periphery of the central roles to be played by the teacher and the school in our society. It is at the very heart of these roles. Unlike the assumptions that seem to underpin so many of our concerns around structures, curriculum, and resources, Values Education is more clearly than anything I could point to in
contemporary education premised on the power of the teacher to make a difference.
While the artifacts of structure, curriculum, and resources are not denied, the focus is, appropriate to the insights of the day, on what we describe as “ … the greatest source of variance that can make a difference.” In the case of Values Education, the belief is around the teacher’s capacity to make a difference by
engaging students in the sophisticated and life-shaping learning of personal moral development.
I suggest that the nature, shape, and intent of Values Education has the potential to refocus the attention of teachers and their systems on the fundamental item of all effective teaching, namely the teacher her or himself, the quality of the teacher’s knowledge, content, and pedagogy, and above all on the teacher’s capacity to form the kinds of relationships with students which convey their commitment and care and which become the basis of forming personal character and tomorrow’s citizenry. I know it is a challenging thought for many who, rightly or wrongly, we're trained to think differently about the role of the teacher and the social agency of the school.
However, Values Education or no Values Education, we live in a society that is shouting out a new charter to us. Values Education is one powerful means by which we might realize this charter.
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i want to get contemporary conceptual as well as theoretical framework for my research study that I am going to conduct on pre-school teacher training program.
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The main thing: research updated bibliographic references on the topic you are commenting and also, look for experiences that can help you to know what has been done.
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Dear Colleagues!
The main focus of me and the Department, i am honoured to lead at the Southern Federal University (Rostov-on-Don, Russia) is a development of the Teacher Education as well as Teacher Educators at the on-going conditions, resources and restrictions. We try to comprehend, what can a Department of Education and Educational Studies do to respond the 4 main challenges:
1. What are Education, Teacher and all the Metaphysics of European and Russian Cultures in the context of the XXI Century?
2. What should be a Teacher Education Curriculum, and moreover, what principles should be chosen to make it up?
3. What are Technologies to stimulate continuous professional advance of teachers? Are they obviously IT and AI, or should we treat this concept in a more broad way?
4. How can we treat the management system in general and teacher education to get it a factor of development, not a detention?
We will have discuss these and many other important questions at the platform "Urait" on 13th of January, (15.00 by MSK, 13.00 by CET). Registration is already open here: http://urait.ru/events/1714
ATTENTION, PLEASE: The discussion will be in Russian WITHOUT translation, but if you're not scared with this fact, HEARTFULLY WELCOME!
Sincerely Yours, Alexandre G. Bermous (Dr.of Education, Professor, Head of the Department of Education and Educational Studies at the Southern Federal University, Rostov-on-Don, Russia)
m.tel: +7(904)503-40-18
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Greetings for 2021! I think there are two approaches to this question (1) Teacher education that is timeless (2) Specific requirements of the 21st century. I'll do the second first..
Common thoughts about the specific requirements of the 21st century include - preparing students and teachers for an unknown, constantly, rapidly changing future, characterised by technology, climate and planetary well-being, the development of creativity (creative, new solutions), perhaps a much more radical approach to schooling - changing the walls, locations, curriculum, age groups, individual differentiation.....There are also many teaching pathways - and people are not settled necessarily into these for life - preparing teachers initially for the next 5-10 years maybe as much as can now be done. It is not a 'one-off'.
The timeless requirements of teaching for which teacher education needs to help prepare are: That teachers are committed to the wellbeing and development of each child entrusted to them, that they can be flexible in their educative approaches, that they are themselves continuing learners, committed to their own development as human beings, that they are curious, thoughtful, caring, and have the personal resources to cope with a variety of students, all of whom will need versatility, patience, insight. If people are going to 'train' to teach - it is not a mechanistic, methodological matter only - it is deeply personal.
My research is about a 'holistic principle' for education and therefore teacher education in the 21st century: That children (students) and their learning, and the universe in which human beings participate are viewed from a 'whole' perspective. This perspective is fundamental to contemporary teacher education. Best. N
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Due to COVID- 19, pupil teacher of teacher training programs are doing school internship in online mode which they are completely opposed to. What do you think as to it will adversely affect their learning or not?
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Teacher Student interaction is important for learning process. Online learning has become a new normal since the start of this pandemic of COVID 19. Online learning will increase the learning capability of the students and increase self reliance provided they have the zeal and interest to do so. Online learning too has its own advantages and disadvantages. Like a double edged sword.
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Considering the current context in which many teachers need to migrate / transition their planned activities for face-to-face teaching to a remote / online teaching situation, as there were and still are not safe conditions to carry out face-to-face activities with many students. The need to develop teachers' media and digital skills was very evident. Such competencies will be necessary not only in this moment of transition, but later on for a post-pandemic scenario, to expand the teaching modality by the Blended approach. How are Universities and Institutions responsible for teacher training dealing with the development of media and digital competences of their teachers and the training of future teachers?
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As a result, teachers are suddenly faced with the challenge of how to continue their students’ education. While this might seem a daunting task, there are several ways teachers can utilize the technology and resources already available to support online learning and ensure students still receive a quality education. 
cited from
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Futuros profesores de cualquier área, entrenadores de la mente y el cuerpo, formadores...
¿que prioridad le darían a la inteligencia emocional en la formación del educador?
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I consider emotional intelligence as a rather stable trait:
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Hi all,
I am designing a student profiling system (in university level technical education) in which student competencies are mapped and used for further intervention. I want to test achievement motivation, study habits, Engineering aptitude and English proficiency. I have selected the following tests. Are these good enough? Which can use for English proficiency. 
1.     Study Habit Inventory by M.N. Palsane and S. Sharma 
2.     Engineering Aptitude Test Battery by Swarn Pratap
3.     English Language Proficiency Test by K S Misra & Ruchi Dubey 
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Dear fellow academicians, firstly I wish the health & safety of you and your relatives during this pandemic; and present my kindest regards from Turkey. I am working on a research project that is orientated towards the pre-service training of science teachers through the utilization of low-end VR (Virtual reality) materials. Although bearing a humble background regarding this topic, I am also aware that there is still much to go before sufficiently rationalizing it and inferring any potential conclusions as a result of such an intervention.
Therefore, I am asking for your thoughts, backing, and counter-arguments against the use of VR in the training of pre-service science teachers. As a tentative outline, I am proposing the basic elements as follows;
The central educational gap that will be addressed: I plan to address the artificiality of the science instruction in the classrooms, which have been torn apart from the actual context that modern science is concerned with. My preliminary target in this manner is the facilitation of the instructional practices of pre-service science teachers.
Underlying theoretical perspective: I plan to adhere to the Contextual learning theory as my central perspective of research. In the research on VR-assisted science education, the most prominent tendency is the lack of theory, particularly in manipulative interventions. Apart from that, the Experiential learning theory appears as the dominant choice in the relevant literature, which primarily is in-line with high-end VR materials. However, I am keen to believe that the nature of contextual learning is compatible more with low-end VR materials, which I plan to utilize for this intervention.
What is the nature of the intervention that you plan to develop?: During the micro-teaching practices of pre-service science teachers, I plan to require them to use their mobile phones as VR headsets with the phone shell that I will provide. The reflections of this intervention will be evaluated with the focus group interviews and the quantitative queries regarding the technology acceptances of the participants as well as the peer reviews between the participants and the initial feedbacks of mine for them
Who is the target group of the intervention?: The target group of the intervention thought to consists of the pre-service science teachers from a state university that enrolled in the "Instructional Technologies" course.
What kind of setting will you use?: I plan to train and encourage the participants to use low-end VR during their micro-teaching practices during the approximately 12-week semester, first three weeks allocated for the necessary training. The required hardware power is abundant as the participants will use their devices, as the VR interface framework named Google Cardboard is compatible with most of the consumer devices. The head-mounted displays that I will provide are low-cost tools that just contain two biconvex optic lenses and an area that the smartphones from different sizes can be embedded. This even can be DIY' ed using regular cardboards, as the name suggests.
What kind of learning outcomes do you plan to target?: Technology acceptance of pre-service teachers, primarily through the mixed-method evaluations, in order to ensure the triangulation(s) of data, method, inferences resulting from these.
What I am requesting from you resembles a pre-peer-review for such a construction. For example, I would be flattered if you would propose alternative learning theories to take as the basis of such an intervention, sharing your ideas, the suitable VR-based materials, resources and tools to use in the process and may even propose an adequate educational design research framework for me to adhere to.
Let such a conversation to flourish, which would not only guide me during this process but also serve as a convalescent topic of discussion for relevant emerging research! As this encouragement implies, I intend to keep this discussion alive until being incapable of doing so :-) Let us brainstorm together and assemble as the "Avengers" of the science education literature!
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Dear all, firstly I would like to thank you for your valuable contributions to this discussion. Dear Abdelkader Mohamed Abdelkader Elsayed , my special gratidues for sharing such a comprehensive resource! It will definitely aid me in the presenting a background for VR-assisted instruction in my future work. However, the document you shared may arise some copyright issues from the publicators for you. With my sincere apologies, may I suggest you to just provide a reference for this splendid contribution rather than the URL?
Dear Raad Sh. Alnayli , I am happy that this discussion gained your interest and praise. Thank you for your contribution!
Dear Saif N.A. Almaamari , thank you for your meaningful suggestion! In fact, I am particularly interested in the reflectivity-laden methods in my research as well, an example from my preliminary inquiries:
I have just added this paper to my "To-be-read" list. Let me know if there are related research in the future investigating the practices of PSTs please!
One last time, I sincerely thank you for your valuable contributions!
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Hi, we (a group of teachers from Neumann Janos University, Kecskemét, Faculty of Teacher Education) would be intereseted in joining your research project. Our training covers pre-school and teacher education (pre-service). We are ready to join researches on computational tinking on our fundings. Is there a possibility of collaboration?
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Is there still room for collaboration ? Please keep me posted-Thanks.
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In this question, I am looking for teaching modalities that could be utilized considering the situation today and the nature of teaching Physical Education (PE) where "MOVEMENT" is considered fundamental in teaching towards the promotion of health and fitness.
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using E-learning tools is very promising in many countries but in other countries, it is still out of their map due to the networks, security... I recommend the use of Youtube or recorded lectures for such countries suffer from the low speed of the network.
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The European Agency for Special Needs and Inclusive Education is updating the Inclusive Education in Action website with examples specifically about teacher education/professional development. This aims to support UNESCO's knowledge base on empowering teachers to include all learners in diverse classrooms. If you are able to help, please see information in the attached file.
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Newly-qualified teachers (NQTs) in the UK generally undertakes an induction year following their training, in order to gain full Qualified Teacher Status (QTS). The nature and quality of training, support and professional development offered in this initial year varies between schools and individual cases. So, what do new teachers need in order to become effective in the initial years?
Your thoughts and experience, especially from managerial perspectives, gratefully received.
Regards,
DJA
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Teachers can't have any perspectives. Besides their hard work caste intellectuals know nothing. Out of pocket, out of elbows, out of credit.
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what are the key models and theories used to assess the CPD for teachers.
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The success of a CPD programme is dependent on the extent to which the packaging of content knowledge and curricula experiences are geared towards (1) translation of that knowledge in practice, and the (2) transformation of one's practices in the practice site.
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We are currently experiencing a global crisis due to the Covid-19 outbreak . Of course our first concern should be our health and that of those around us. This is something we all agree on. However, the potential impact this pandemic will have on my studies has been constantly on my mind during the last few days.
Let me give you a little bit of context. I’m a PhD student studying in Turkey, on the verge of finishing my thesis' data collection process.
This crisis really affects negatively to my PhD thesis' observations which will be made with prospective teachers who make their teaching practices in the middle school.
My study is about improve prospective teachers' noticing of children's mathematical thinking (known as "professional noticing", Jacobs et al.,2010)
Here are my some datas that I collected,
First observations and interviews (oriented with what are they noticing during their practicing)
12 weeks long intervention (all recorded)
In this intervention cource there are a lot of video discussion sessions, assignments like conduct a clinical interview with kids, write reflective reports on their peer's and their own teaching practices for every week, etc.
These are all I have right now.
For next step, there would be made last observations and interviews.
Thus, I could compare the first and last datas. But unfortunately this pandemic came up and schools were shutted down. So here I am, desperate house researcher!
Do you have any idea about how can I analysis my datas without last observations and interviews? Any advice maybe an article focusing process analysis about noticing skills?
Noticing is such an abstract skill to research. Because of that its really hard to analyze it. So, for any help, I'll be appreciate.
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This is indeed a difficult situation! Could you continue collecting data by interviewing the teachers via Zoom? Even if you don't have the final observations, you would still be able to collect almost all of the data. Interviewing via Zoom should be equally valid to interviewing in person.
Best of luck completing your dissertation!
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I am currently involved in establishing a new teacher’s education in the framework of the Nordic folk high schools. The folk high school pedagogy builds on an ideal of "bildung" that has been described as a central part of the establishment of the Nordic democratic model (see attached article from New York Times).
How can we structure this new teacher’s education to give the students both knowledge and experience of a democratic, dialogue based pedagogy? What kind of educational practices would you suggest? Any literary references?
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Well in my point of view, pedagogy learning is more to studying cases method, therefore the dialogue is driven to problem solving, not normative issue. My suggestion for the best practice should be discussion about global trend. It is better for high school student to do this kind of practice, at least as a teacher you have already prepare them for higher level of learning (university). Hope this will be helpful...Cheers :)
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What do you think about fully online initial teacher education? Can fully online programs provide the opportunities, experiences, resources and expertise to produce high-quality teaching graduates? Can these graduate teachers make productive transitions into the workforce? Do these graduate teachers meet the expectations of their students, communities and employers? What concerns might you have about a teacher who had completed a fully online initial teacher education program?
See how we went about examining some of these questions and what we found out, in this article;
What are your perspectives about fully online initial teacher education and what questions should we be examining next?
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In reality, it is hard for the graduate of online programs to enjoy full opportunities in the job market. The transition is difficult because of the HR people hiring new teachers normally comes from a different educational setup (on-campus/ classroom). Therefore, they do not recognise the online graduate potentially competing with the graduate coming from the traditional educational setup.
Though Online education is a good platform to reduce the cost, the challenges such as the availability of digital content and greater acceptance need to be addressed immediately.
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Ancient Greek civilization gave the world a lot of excellent philosophers, whose concepts interwoven with invaluable thoughts about education.
(384-322 BC) raised the mentor to the highest level in society: He created the Likey educational institution in Athens, which he supervised over twelve years. The writings written by him during these years were summaries of conversations that the philosopher conducted with his students in Likey. A. believed that man possesses both a vegetable soul (it needs nutrition and is doomed to decomposition), an animal soul (feelings, sensations) and a rational soul - pure, ethereal, universal and immortal. Therefore, in matters of upbringing, he did not prioritize concern for the afterlife immortal being and insisted on taking equal care of all three types of the human soul.
The most systematic views of Aristotle on upbringing and education are set forth in the treatise Politics.
Considering the eternal problem of the relationship between social and biological determinants in education, Aristotle took a flexible position. He believed that on the one hand, "only good offspring can come from good parents," and on the other, "nature often strives for this, but cannot achieve this."
So nowadays is it actual ? or we must up bring students in high education system ?
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Yes, it has to be
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I'm interested in reflective practices towards investigating the role of reflection in effective teacher training.
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Reflection is also particularly useful for student teachers to identify their own assumptions and biases and how they can impact their perspectives of teaching and learning interactions. This is of growing importance in our increasingly culturally diverse classrooms.
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How the sample is selected in an experimental or semi-experimental study to measure the effectiveness of a teacher training program. Is the sample intentional or random?
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Hello, please find attached a chapter we published recently about experimental research design. I hope you'll find it interesting for your research.
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TPACK stands for Technological Pedagogical Content Knowledge. It is a theory that was developed by Punya Mishra and Matthew J. Koehler of Michigan State University in 2006 to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology.
Furthermore, it is a framework that helps to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology-enhanced learning environment.
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Your question was, ‘How best can TPACK Framework be applied for an efficient result in Nigeria Teacher Education?’. If I were you, I will be very careful in applying any theory or method developed and validated with Western samples. Nigerian teacher education context is different, so are it’s people. For one, what constitute thinking dimensions of Nigerian teacher candidates are different & more complex than their U.S. counterpart. This is an example based on a finding from my research. In essence, the efficiency and application of TPACK must be situated in context. It requires deconstruction before you can meaningfully apply it if your goal is not just to follow the “trend” that will amount to no real research and practice impact.
Good luck.
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Thanks for you read this question.
I developed a pre-service teacher training module (intervention), which involves educational activities of preparation, building teams, project design(after this, teachers will practice in primary school for teaching students ), implementation, demonstration and evaluation. Meaning that the pre-service teachers will be learning knowledge in university first; after that, they will transfer their knowledge to practice in primary school. So, this module involved two phases: teachers' phase and students phase.
Now, I design two experimental research to examine the teachers' motivation (experimental one ) and students' attitude(experimental two ). The study uses the quasi-experimental non-randomized pre-test and post-test control group design. In Experiment Two, the experimental group will be trained by pre-service teacher who comes from the experimental group of Experiment One. Meanwhile, the control group will be trained by pre-service teacher who comes from the control group of Experiment One.
The question is that this experimental study design needs to use two experiments or not?
I think that this study needs two experiments because students is another subject. some say that they do not need, because this study has one intervention, and the teacher and student are the different levels.
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You might like to look at this study. We designed an experimental intervention for pre-service teachers workign in primary schools with regard to engineering:
Bill
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Do you think that you are "teaching" according to the ways or "methods" others taught you? or are you trying to create your own philosophy about teaching and adopt your own teaching methods?
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I have definitely worked to adopt a more student-centered pedagogy than that which was used during my own schooling; I learn about my students' interests and try to incorporate them into the syllabus. In addition, I've made strong efforts to implement an Ethic of Care (Noddings, 1984), focusing more on my students' learning and personal needs rather than my own content-driven decision making. While it is very time consuming, I believe the payoff is worth the effort; students are more motivated and trust my decisions regarding content and assessments.
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Everyone learns in their profession. Teachers too and maybe even more than people in other jobs.
My question is: "Which learning activities are the most effective, and for which kind of learning and knowledge?".
In addition, what does a teacher have to learn to become better. Are there any learning that all beginning teachers need to have?
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Dear Antoine Lecat
Everybody knows to get the most out of studying, you need to find what works best for you. Other people can’t tell you
how to study. All they can do is to tell you what works for them.
If you learn the same way as they do, their tips might be helpful. But if
your style is different from theirs, those tips might not be very useful to
you. In fact, they might even be a waste of your time.
Because of that, I will propose some of books who cover that topic.
1.Janet Gail Donald (2002) Learning to thinking published by Jossey-Bass
2. Lauren B. Resnick (1992) Education and learning to think published by Nacional Academy Press
3. M. G. Jackson (2008)Transformative Learning for a New Worldview published by Palgrave Macmillan.
In short, we need to teach our students how to learn, and they must find the style themselves.
I hope I have been of some help.
Yours sincerely
Andrija
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I appreciate your comments regarding your personal experience in trying to help students during lecture time in their learning process
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Putting yourself into the understanding/ reception level of the students and beginning the lecture with some questions which are clarified in the process of discussion is essential. At the same time keeping yourself updated with the new teaching-learning aids is a vital part of the good lecture. I have started using "Google Classroom" from this year and found it to be interesting and exciting among the students.
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Dear all,
I am in the process of conducting a systematic review on the use of digital technology and ICT in teacher education in the Nordic countries (Denmark, Finland, Iceland, Norway and Sweden). The database searches have been completed, and I am now following up with expert input and manual searches. It would be of great help if you can suggest studies that might be relevant to the review.
The inclusion criteria are the following:
Publication type: Peer-reviewed journal articles (empirical & theoretical/conceptual)
Year of publication: 2010-2019
Population: Pre-service teachers, student teachers, teacher educators, teacher trainers, mentor teachers, teacher education faculty/staff
Research focus and activities: Using digital technology and ICT for teaching and learning in teacher education, learning how to use digital technologies for subject disciplinary teaching, professional development, workshops, courses, field experience/school practicum, blended learning, MOOCs, VLEs
Target level: Teacher education (pre-school, kindergarten, primary, secondary level)
Studies must have been conducted in one of the following countries: Denmark, Finland, Iceland, Norway or Sweden
Language: Danish, English, Finnish, Icelandic, Norwegian and Swedish
Thank you for your assistance!
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Great suggestion Ari Tuhkala and thank you for the link to the publications page! I will definitely have a look for studies here.
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I undertake a case study following qualitative research design and I intend to use self-administered questionnaires. Can I use 2/3 separate sets of questionnaires to get data for my three different research questions? It will help reduce the length of each questionnaire. Also, will it be ok to use them with 2/3 different sets of respondents? I am not sure much of this and this is related to my doctoral thesis.
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Sujani - it doesn't seem to make much sense to use three different surveys with three different sample groups. It would be the same as conducting three different quantitative studies. The fact that you have started with qualitative case study interviews - one assumes that you are using a mixed methods approach? It would be better to create a 'hybrid' survey tool into one (that may not need testing) of the three tools you have - and use the same sample population.
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Niess et al (2009, p. 18-19) presented a theoretical integration of TPACK in Mathematics teaching/learning, "Mathematics TPACK", organized, with similarity to that proposed by AMTE Technology Committee (2009), in around four areas:
1- Designing and developing digital-age learning environments and experiences – Teachers design and develop authentic learning environments and experiences incorporating appropriate digital-age tools and resources to maximize mathematical learning in context.
2- Teaching, learning and the Mathematics curriculum – Teachers implement curriculum plans that include methods and strategies for applying appropriate technologies to maximize student learning and creativity in Mathematics.
3- Assessment and evaluation – Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
4- Productivity and professional practice – Teachers use technology to enhance their productivity and professional practice.
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The attitudes of mathematics teachers are very important
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What do you think of this: replace a four year integrated bachelor of education programme for 5 year teacher training programme.
As an educationist I am concerned about recent plans to scrape 47 years bachelor of education degree in my country with a two tier programme. Students to complete a four year bachelor's degree in science or arts then enrol for one year post graduate diploma in education.
Will this policy improve quality or worsen the situation?
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For pre service elementary teachers it might be valuable to look at the way you approach science during their undergraduate education. The Next Generation Science Standards approach to science education is something that future teachers would benefit from having modeled for them in undergraduate years.
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  • In Africa most reports of school victimisataion of learners by other learners seems to be a grossly down played issue. Even Teacher training curricullums do not seem to have modules or courses which are aimed at equipping teachers with skills of how to handle the afore said problems.My question is what can be done to push teacher educators to introduce a compulsory module to empower teachers undergoing training with skills on how to deal with victimisation among students in their schools/classrooms?
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I suggest an incremental approach. As academics we could start by creating some awareness of the need to contain school bullying among educational authorities who may in turn advocate for some sort of legislation which would then compel government to ensure that teacher training should include a compulsory course on bullying for all teachers.
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Do the theories of education suitable for scientific subjects such as math, physics, chemistry, etc...?
It seems clear that most of the developing countries and some of the developed ones use the theories of educations and obligate their teachers to train on some of these theories, Do these theories suitable for non-literature such scientific subjects? Some trainers say that these theories could be used for scientific subjects with little modifications. However, from my experience in the real classroom, the 21st-century methodologies of education which based on gaming much more than traditional education show bad results in the students' knowledge and their academic background. In my opinion, the bad results are due to unsuitable or incomplete educational environments such as apathy of students as well as teachers toward education -teaching and learning-, teacher ability to control the classroom, and number of students per classroom versus the period length of the lesson and the activities amount that required to deliver the lesson.
What are the particular strengths of developed countries such as Singapore’s instructional regime that helps it perform so well? What are its limits and constraints? Is Singapore’s teaching system transferable to other countries?
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I taught at the National Institute of Education in Singapore from 2003 to 2008. All Singapore science teachers are trained at the National Institute. My area of interest was in primary science education (grades K-6) . The training of primary teachers focused on preparing them to teach a specific curriculum, the national curriculum. The Singapore primary science curriculum model aligned closely with the Science Curriculum Improvement Study (SCIS) developed in the US in the 1960's. Science Content, Science Process Skills and Science Themes gave structure to the K-6 curriculum. Singapore adapted the SCIS model to make the science content more rigorous and strengthened both the science content and process skills by adding accountability through assessment. I believe the structure of the Singapore's primary science curriculum can be successfully adapted and implemented in other countries. One particular strength of the Singapore primary science curriculum is its success in preparing students to pass the high stakes, national, 6th grade leaving test. The problem solving ability required in this test correlates highly and often surpasses that required in many international exams such as the TIMMS. There are limitations, such as the narrowing of the curriculum to what is covered in tests, and cultural constraints. As you point out, educational environments and resources play a large factor in the successful transfer of such structured curricula and their underlying theories.
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I would be interested to know if the subject psychology is taught to pupils aged 15 to 19 in your country in the upper secondary level.
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In Serbia, Psychology is an alternative course at the High School.
Students choose between ''Psychology'' and ''Sociology'' to attend for 2 years.
It is also an alternative course at the first year of Bachelor Studies at the University.
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Advise, please, publication on the subject: methodological tasks in the training of the teacher.
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Training in technology
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I am working on
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We use livetext at SQU. Fieldwork with students is assessed using a number forms on livetext that match NAEYC requirements for early educators. The students teachers are assessed by a cooperative teacher at school and a professor from the university.
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Different aspects of education such as educational psychology, sociology, philosophy, technology... etc plays a key role in teacher training programs for teachers up to the stage of higher secondary (XII) level and are considered compulsory in addition to qualification in their concern subjects.
Is there any such compulsory program in case of higher education?
Thank you
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Often in the UK people use Fellowship (Fellow /Senior Fellow /Principal Fellow) of the Higher Education Academy as a measurable qualification for teaching in higher education. Sometimes this is combined with a Post Graduate Certificate (PGCertTLHE or similar).
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Dear Every all, could any one tel me about ADDAI Modele? I want to build training program to train teachers.
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شكرا د. صلاح
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Some international assessments ( TIMSS , PISA , ... ) are highlighting a direct relationship between the success of students and high standards in the initial training of teachers. These high standards, in some cases, imply that they are only accepted in the centers of initial training candidates with a high level of academic performance.
I would open a debate in this regard and have information about the systems of access to training centers for primary teachers in different countries
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Interesting topic. In Iraq, primary and secondary school teachers are either completed a bachelor's degree or from one of the teachers 'and teachers' training colleges. In other cases, they have completed their education in the basic education faculties, so that they are qualified to teach in these schools. I have mentioned in advance their university studies or in those specialized institutes and thus mastering the specialization required for teaching in such schools as math, language, science, sport, drawing or any other specialty.
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Question for a Special Education Teacher
Describe one of your most challenge students and how you dealt with him/her?
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Bullying was overcome by psychological rehabilitation methods
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Give the list of online as well as offline resources.
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Thank you all of you for your valuable response and suggestions.
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How would one demarcate the LSES?
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There were targeted concepts and teaching practices used to inform pre-service teachers to understand and deal with low socio-economic students, however this has all gone by the way following the redesigning of course/subject delivery. I imagine that this is responding to the economic rationalist approach from universities. (maybe not all, but certainly a few)
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Dear members of the project,
I'm really interested in joining your project.
I'm an ESL teacher at the Education School at the Catholic University of Valencia and my PhD was on Metadiscourse features in English essays written by Spanish Speakers.
I'm currently working in a national metadiscourse project on the analysis of metadiscourse features in reasearch articles together with Marisa Carrió from the Polytechnic University of Valencia.
My main research interest is analysing metadiscourse interactional features using learners' corpora. I'm be deeply interested in carrying out a contrastive cross-cultural study on the use of interactional metadiscourse features in ESL writers with different L1.
I'm looking forward to receiving your feedabck on my proposal.
Kind regards,
Chiara Tasso
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Dear Chiara Tasso,
This project is for the 2nd Metadiscourse Across Genres Conference to be held by CERLIS research group in Italy in 2019. You are more than welcome to join our conference. If you intend to share your research with the MAG audience, I would like to remind that the deadline for proposal submission is approaching. You can also follow us on Facebook: https://www.facebook.com/metadiscourseacrossgenres/
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Universities usually put a premium on research outputs[PhD frenzy], but seem to give little emphasis to teachers and teaching.
Students are also the bread and butter of any institution, so this does seem odd.
There should be more standardized courses for the teachers/tutors [ train the trainer courses], more testing and validation of teachers and more incentives for teachers.
How many universities have standardized validation and evaluation of their teachers?
Are we disrespecting our teachers? How do we better value them and retain them?
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Dear Fazleh,
This is a million dollar question. It is indeed a disturbingly interesting problem that teachers and universities are facing across the world. Just this morning, a lecturer posed this question when we were having a course in University pedagogy. The problem, however, had started in the US even some decades before1920s when Universities shifted their commitment from centers of advanced learning to research Universities. They did this by turning themselves into “‘corporations of the education industry’ to gather a lion’s share of social resources available to higher education ……and also to focus on educational products for the most important national markets.” What is noteworthy is that across the Atlantic and elsewhere, private financing and philanthropic sources have historically turned the University’s other institutional mandates (advanced learning and teaching) into research focus and issues that mattered to certain policy makers with economic and political clout.
But it seems that at least across the Scandinavia there is a better grasp of the problem; Universities provide courses for lecturers, researchers and PhD students so that they can develop their teaching skills in order to engage students better. Thus, teachers are respected and valued very much in the Nordics.
Elsewhere however, the problem is a little different and precious little is being done to solve it. This is because
1) There are so many adjuncts to do the teaching at a lower cost (most will never get tenure).
2) This also frees the main professors to engage in research and become more popular - this is good for the University’s brand but at the researchers’ cost: limited time, pressure and lessened incentives.
3) Research is also the main criteria for showcasing the intellectual power of universities in their quest to brand themselves. Hence, it remains the priority.
4) Apart from basic research, so many other forms of research have become mostly innovation-focused in collaboration with industry. Once the financial incentive structures are established, the researchers and the Universities see this as a path worth pursuing. Of course, that makes economic sense but at the expense of teaching.
“Why is teaching not valued by Universities?” Clearly, the research-focus has meant that teaching is sometimes undervalued and in some cases teachers are undermined and disrespected. In the short term it would be possible to gloss over such a problem, but the long-term effects can be very detrimental for teaching and learning.
What to do?
-Make teaching as important as research, in such a way that we incentivize both.
-Give more training to teachers/lecturers to develop their skills (as in Finland).
-Make teaching count as much as research during evaluation. Of course, sometimes universities need to adjust both, based on individual aptitude. Some people are more research oriented while others are more teaching oriented. Universities can figure out where and how to allocate who in order to get the optimal results-taking into consideration their areas of strength.
Please see: Roger L Geiger. To advance knowledge: The growth of American research universities, 1900-1940. Oxford University Press. Acknowledgements to colleagues from my pedagogy course.
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At present, in the age of the technological revolution known as the 4.0 industry, new teaching concepts are being defined as education 4.0.
The technological revolution in recent years, known as Industry 4.0, is motivated by the development of the following factors:
Big Data database technologies, cloud computing, machine learning, Internet of Things, artificial intelligence.
In addition, in the knowledge-based economy, the important areas of knowledge and technologies that are developed are primarily the development of data processing analytics in Business Intelligence enterprises, the development of life science technologies, biotechnology, eco-innovation, energy, medical intelligence, etc.
On the basis of the development of the new technological solutions mentioned in recent years, the processes of innovatively organized analyzes of large information collections gathered in Big Data database systems dynamically develop.
Therefore, I am asking you the following questions:
Does the development of data processing technology in Big Data database systems and other technologies developed in the field of technological revolution Industry 4.0 generate the need to develop education 4.0?
How can you describe the correlation between the Industry 4.0 technological revolution and modern 4.0 education?
Please reply.
I invite you to the discussion
Thank you very much
Best wishes
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While empirical studies for the correlation between Industry 4.0 and Education 4.0, the preliminary observations and conversations are ongoing. Higher education would have to upgrade its programmes to outfit students for the highly digitised and automated environment of Industry 4.0. The latter would involve partnering with industry's learning factories to this end. "Smart" education would be a natural progression in "Smart" cities, a framework for which is still emerging but would definitely require preparing faculty for this digital transformation. The following resources can shed further light on your question:
Best regards,
Debra
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Can ESP teachers' training and developement be considered as one of the motivation elements in learning English for Academic or occupational purposes more particularly in non-native English speaking countries?
How can needs analysis identification in ESP impact learners interests in learning English for Special purposes?
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the ESP teaching is intended to develop language learning skills and structural knowledge of English under the promise of interest in content of the ESP language subject .selecting appropriate teaching materials can help to raise learner‟s motivation and keep them stimulating .Strevens (1988), an ESP specialist, gives four implications for higher motivation in ESP courses:
 Being focused on the learners‟ needs, they waste no time 
They are relevant to learners 
They are successful in imparting learning 
They are more cost-effective than General English courses.
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The government of khyber Pakhtunkhwa, Pakistan is recruiting untrained teachers for schools to attract academically sound people to teaching profession with no prior knowledge of teaching methods. Don't we need professional training for teaching at school level?
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Today's classrooms are diverse with digital natives using much technology, so teachers would need additional pedagogy to function effectively, if not before entering but certainly in-service supported by an assigned mentor. There articles help to shed light on the latter:
Debra
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I am doing an research about teaching anxiety and would like to use Teaching Anxiety Scale - TCHAS, developed by Parsons, 1973.
I can't find the contact email of the author, and the authorising institution (The Research and Development Center for Teacher Education, Univ. Texas, Austin) doesn't exist anymore.
Manual and instrument are available at https://files.eric.ed.gov/fulltext/ED079330.pdf
I would really appreciate if someone can help me about following:
1) Is this instrument free to use or permission is needed?
2) If permission is needed, could you please direct me who to contact in order to obtain it?
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For any standardized instrument/questionnaire, researcher has to take permision directly from authors. It is better to search author by using different search engines e.g. LinkedIn, facebook, Twitter or email. If you are unsucessful to approach author/s, then it is advisable to change instrument. Just acknowledgment is not enough to take author permission.
Kind regards
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One my research scholar has taken a research on use and awareness MOOCs in teacher training. People think that teacher training is more or less an face to face interactive system and it has a very less scope as MOOCs. Is it it so? How to go about this research?
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MOOCs are actually time saving, more effective if correctly reconnoitered or implemented. the problem many view them as a waste of time is the lack of seriousness among the trainees. most of them, if not all, of those i have observed spent most of their time on useless internet material instead of studying. so my advice is, if you are to use them make sure the trainees are only gonna be on the MOOC platforms thus they will dedicate their time on the studies.
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At my university our program in visual impairments is pairing with our expert in Autism for teacher training. It would be interesting to see if students who have a visual impairment and autistism spectrum disorders show a difference in comprehension. Since most of our devices in visual impairments will take text to speech, synthesized speech is of interest as well as accelerated synthesized speech.
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My Masters research is to determine the extent of the actual mental health literacy knowledge Secondary school teachers bring to the classroom. There are a number of excellent programs school support and implement for student wellbeing but are the teachers delivering them adequately trained/prepared/upskilled to do so effectively?
As a registered teacher in Australia, I am required to complete annual training. Some of this training is to use a fire extinguisher, an Epi-Pen, an asthma pump (fortunately I've never actually needed to put the training into practice) but in 25 years of teaching I've have never been explicitly taught mental health literacy.
I have attended courses on cognitive psychology but that has dealt with modification and inclusion, a strong curriculum focus. I've done the required 30 hours PD annually but I've never been required to upskill in the area of mental health literacy.
I am not seeking to replace the role of Guidance Counsellors or for teachers to manage at-risk situations. I am asking who ever helped me to effectively, accurately and professionally help students (and save my own mental health) when I am approached daily with questions such as, 'I'm being bullied, I am so stressed, I am a failure, I think I've been sexted, I hate my life, I have no friends...?'
I am desperately seeking feedback from:
1. Teachers in practice (what is your experience, how do you cope?)
2. Undergraduate education students (how prepared are you for coping with 1 in 3 of the students you encounter having a mental health issue?)
3. Lecturers (how do you cope with students who present to you with these same issues and if involved in education courses do you feel students are provided enough training to cope with this growing health issue?)
4. Trainers (particularly those who've been involved in Mental Health First Aid - do you think teachers would benefit from this type of training?)
5. If you've experienced a mental health moment at school, who did you turn to and why that person?
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Hi Natalie,
I am a Secondary school teacher and like most of my colleagues, we are well aware of the issues of mental health and well being and the link to student development and by extension behavioral and academic challenges. Despite the knowledge gained from my current studies on educational issues, with mental health and well-being reported as one of the major current issues, I still feel inadequately trained and able to identify and subsequently deal with mental health issues. I wish teachers were better trained to identify and guide students to available helps and supports prior to behaviors that can sometimes have lifelong repercussions are displayed. Early diagnosis and intervention is key to helping these students and of course this cannot be done if the persons who are in direct interactions with these students on a daily basis are ill-equipped. I have attached a link and a few articles that you can peruse for your research
Safiya
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Dear all,
I am searching for research literature about teachers' expectations for parents and parents' expectations for teachers? All help is taken with joy .
Thanks!
Pekka
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Here's what's available on RG that can helpful for you:
From my experience, parents are interested in children's grade, so teachers tend to focus more on raising students' grades as oppose to the holistic development of the child: http://www.wholechildeducation.org/assets/content/mx-resources/WholeChild-MakingTheCase.pdf
Best regards,
Debra
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According to my project on portfolio in teacher training that I work on I would appreciate if someone could help me with providing the experience on reflective methods and techniques. I use journals, essays (reflective - digressive), metaphorical stories etc..
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You could use my propositions to analyze discourse. If it be usefull, I will be gratefull.
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What do you think about the personal learning environments in the initial training of teachers? should we facilitate the creation of them under specific parameters? what would be the keys? Could we say that the PLE of the teachers must be focused on facilitating the PLE to their students?
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Hello,
To provide the teachers with a Personal Learning Environment (PLE) and professional development, we need systematic plans and programs to help them to take control of their own personal learning experiences. One of the possible ways of catering to the PLE these days is to develop educational technology which can respond to the way people are using digital tools for for learning allowing them to manage their own learning spaces by joining other communities with common interests. Differently stated, a PLE approach is a facility for the individual teacher to access and perpetually manipulate digital artifacts for consolidating their ongoing learning experiences. For this purpose, the telecollaboration approach is essentially meritorious. Telecollaboration comes in two different but complementary models; namely, eTandem and telecollaboration. While the former is adopted to cater to linguistic skills, learner autonomy and lifelong language learning abilities of the teachers , the latter aims at improving teachers' intercultural communicative competence (ICC) skills. As Eleanor Roosevelt rightly observes, " the purpose of life is to live it, to taste experience to the utmost, to reach out eagerly and without fear for newer and richer experience.” Notably, the telecollaborative based PLE is a bridge to such wonderful experiences.
Best regards,
R. Biria
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What if the infrustructure is not adequate and the country is not ready for ICT application in higher education ? ( Teachers training programs; moptivation, curriculim etc..)
Is there short term recommnedations for teachers and opolicy makers ?
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