Questions related to Teacher Training
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?
Is it more with type of leadership style and teachers' various methods that are being used to target their goal of instructions?
I am conducting a study with the following variables:
Need for referral (10cm analogue scale) - continuous data
Yes or No question about child's development - nominal data
Ethnicity of child
Gender of child
Gender of teacher
General Self-efficacy (GSE) score of teacher
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.
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.
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?
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!
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!
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!)
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.
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?
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.
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.
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.
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?
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.
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?
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.
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?
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)?
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)
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.
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)
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?
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?
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?
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
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!
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?
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.
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.
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.
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.
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?
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?
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 ?
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?
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.
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.
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?
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?
I appreciate your comments regarding your personal experience in trying to help students during lecture time in their learning process
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!
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.
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.
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?
- 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?
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?
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.
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?
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
Question for a Special Education Teacher
Describe one of your most challenge students and how you dealt with him/her?
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.
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?
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?
I invite you to the discussion
Thank you very much
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?
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?
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?
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?
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.
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?
I am searching for research literature about teachers' expectations for parents and parents' expectations for teachers? All help is taken with joy .
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..
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?
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 ?