Training Of Teachers In Service Research Articles

Perkembangan Pendidikan Islam di Afrika Utara: Pendidikan Islam di Sudan

Education in Sudan is free and compulsory for all children aged 6 to 13 years. Education starts with basic education for eight years, then secondary education for three years. The education level was changed to 6+3+3 format in 1990. The language of instruction used at all levels is Arabic. School locations are concentrated in a number of urban areas, a number of schools in the South and West have been damaged or even destroyed by the conflict. In the field of formal education, Sudan has many well-known universities that are tens or even hundreds of years old. Among these universities are Khartoum University, Omdurman Islamic University, El-Nilein University, Khartoum International Institute of Arabic, Al Quran Al Karim University and the youngest is the International University of Africa. The education system in Sudan starts with Primary School, then Secondary School. The level above it is Vocational/Technical Education and Training or University/College Education. In addition, there are Preservice Teacher Training and In Service Teacher Training. Non-formal education, in Sudan there are many scientific assemblies that use the talaqqi system through masyakhs who are spread almost all over Sudan.

Teacher Training Needs and their Influencing Factors: A Case Study of 13 Chinese Border School Teachers

Teacher training is not only the way to improve the quality of teachers in China's border areas, but also one of the collaborative paths to promote the high-quality development of regional education. Teacher training needs to provide a practical reference for specific service teacher training. Through conducting semi-structured, in-depth interviews, and using the grounded-theory three-level coding method for discourse analysis, this study explores teacher training needs and their influencing factors and how such factors influenced teacher learning and the development of teaching communities in border areas, in China. In the coding process, the researchers used MAXQDA (20.4.0) for auxiliary analysis. This work has constructed a model of teacher training needs and its influencing factors. Teacher training needs in border areas include training format, training content, training intensity, training opportunities, and training practicality. The factors include subjective factors, organizational development, institutional environmental factors, and field culture factors. According to the results of the model analysis, we put forward these optimization strategies: provide special mental health courses and counseling services for border teachers; carry out school-based training to form teachers' learning community; plan special training and create an international influence of border education, which would enhance teachers’ sense of professional honor and improve the perception threshold of achievement.

THE IMPACT OF COVID-19 ON EDUCATION IN KYRGYZSTAN

This article presents that the world has been fighting against the COVID-19 outbreak and its impact on education is of great importance. According to the statistics more than 190 countries have closed schools nationwide, impacting nearly 90% of students globally and it also concerns to the education system of Kyrgyzstan. The Ministry of Education and Science of the Kyrgyz Republic has designed special recommendations for online education. From the source of the International webinar on the exchange of knowledge between participating countries of the project "Development of human capital", July 29,2020: There were considered a strategy for responding to COVID-19 in education which included educational portal, maximum access to pre-school and school education for children in all regions of the country; video- lessons for TV broadcasts of academic content; assessment of educational results of students; methodical support; instructions and video for teachers prepared by in- service teacher training institute; successes and challenges of remote learning; short-term plans for the future; long-term continuity plans educational process

Towards Need based Teacher Development Programme

English Language has been taught as a second language in a multilingual situation in India where a three language formula is in practice as language policy of the country. The other two languages are the regional language and Hindi the assumed national language. English language teaching begins at different levels in the different states of India. In states like Andhra Pradesh it begins from class1. To develop proficient users of this language has been the ultimate objective of teaching it at the school and collegiate levels. To develop the same, the need of the hour as it has been is the development of a cadre of facilitators of language learning whose abilities need to be of a high order and are equipped with a set of core and soft skills and with craft knowledge required for an effective transaction of the prescribed content and thus realize the desired curricular objectives. Besides, the teacher of English in the changing scenario has to be a willing co participant in the language learning process. In this background this paper attempts to identify those skills required of the practicing teacher and the need for having an alternative need based curriculum at the teacher training programme levels with special reference to in service teacher training programmes.

Develop a Strategy of Pre Service Teachers Training Program for Early Childhood Education in Azad Jammu and Kashmir

The aim of this study was to develop a strategy of pre service teachers training program for early childhood education. The objective of the study was to develop a strategy of pre service teachers training program for early childhood education. The study is descriptive in nature which would assess need to the pre service teacher training program for ECE and development of strategies for future in Azad Jammu and Kashmir (AJK). The researchers decided to take sample from each division. 175 primary teachers and 35 head teachers from each division were chosen. Thus teachers sample consisted of total 510 teachers and 105 head teachers from three divisions. In this study multistage sampling technique was used. All scores on the individual data sheets and questionnaire of all categories were entered in the SPSS 21 database for analysis. The data was analyzed by applying descriptive statistics and inferential statistics.

Desarrollo institucional y conflicto magisterial en México, 1939-1948. El caso del Instituto Federal de Capacitación del Magisterio y los maestros federales de San Luis Potosí

El objetivo de este artículo es analizar los factores que intervinieron en la creación del Instituto Federal de Capacitación del Magisterio con el fin de demostrar la influencia de este en el conflicto magisterial protagonizado por maestros federales de San Luis Potosí en 1948. La metodología consistió en la revisión de documentos oficiales, testimoniales y bibliográficos acerca de los maestros federales agremiados en la Sección XXVI del Sindicato Nacional de Trabajadores de la Educación en San Luis Potosí, así como de fuentes primarias del Archivo General de la Nación, de los fondos Secretaría de Educación Pública y Presidentes. Lo relativo a la reforma educativa y a los decretos se revisó en el Diario Oficial de la Federación. La información se sistematizó mediante el análisis de contenido en varias etapas. En la primera etapa, de análisis temático, se efectuó un preanálisis para conocer la estructura de los expedientes relativos al conflicto. Se hizo una primera revisión general y se generó, a partir de esta, la distribución de frecuencia simple para organizar el material. En la segunda etapa, de exploración minuciosa, se encontró el sentido de las agrupaciones iniciales, con base en expresiones y palabras muy significativas. En la etapa final, de tratamiento de resultados e interpretación, se formularon inferencias de mayor consistencia y se hizo un cruce con enunciaciones teóricas para integrar el cuerpo argumental del escrito. En cuanto a los resultados de la investigación, se establece que se crearon iniciativas de fortalecimiento institucional que, sin fundamentos suficientes, estuvieron lejos de garantizar una respuesta efectiva a la formación de maestros en servicio. Entre las limitaciones del estudio está la falta de información sobre la solución final de los conflictos aquí abordados y la manera en que se ajustó la operación del Instituto Federal de Capacitación del Magisterio (en diferentes etapas) ante el crecimiento del sistema educativo y la diversificación de perfiles de ingreso de los maestros. Este trabajo es meritorio porque prueba las implicaciones de factores políticos, económicos y sociales y el papel del Estado en la formación del magisterio en servicio; asimismo, porque ahonda en un tema escasamente tratado: el Instituto Federal de Capacitación del Magisterio, el devenir de este, los conflictos que su operación le generó al sistema educativo federal y sus maestros. Se concluye que los maestros federales agrupados en el Sindicato Nacional de Trabajadores de la Educación hicieron de una coyuntura la ocasión para manifestar su descontento por rezagos de vieja data, por lo que usaron renovadas tácticas de presión para reclamar beneficios que “por ley” les correspondían.

Developing Management Strategies For EFL Pre Service Teacher Training Classroom Discipline

Developing Management Strategies For EFL Pre Service Teacher Training Classroom Discipline

ВЗАЄМОДІЯ СУБ'ЄКТІВ У ВІДКРИТОМУ ОСВІТНЬОМУ СЕРЕДОВИЩІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ ДЛЯ ПРОФЕСІЙНОГО РОЗВИТКУ ВЧИТЕЛІВ НА ОСНОВІ ТЕОРІЙ КОННЕКТИВІЗМУ ТА КОНСТРУКТИВІЗМУ З ВИКОРИСТАННЯМ ІКТ

The paper presents an analysis of studies and publications use the theories of learning using ICT survey of teachers on the knowledge and use of theories of learning in professional activities and professional development using ICT reasonably use theories of constructivism and connektivism in Postgraduate Education for professional development of teachers using ICT. The prospects of interaction of education based kollaboratsiyi and cooperation in Postgraduate Education for professional development of teachers. Conditions and case studies theories constructivism and connektivism for professional development of teachers in service teacher training through the use of information and educational environment of postgraduate education. &nbsp

The entrepreneurial laboratory for teacher training in enterprise education

This paper examines a current European Marie Curie project on in service teacher training in enterprise education. It begins with an overview of the current debate in Europe on entrepreneurship education. It presents expansive learning as suitable learning theory to underpin entrepreneurship education through the entrepreneurial laboratory workshops, a variation of the change laboratory for enterprise education. The paper introduces the empirical component of the research which is to be carried out in a technical institute in Italy. The major challenge facing the upper secondary vocational schools in Italy is the implementation of 400 hours’ work experience, and this challenge will be employed in the entrepreneurial laboratory workshops with teachers. It is argued that by participating in the workshops the teachers will gain agency and become entrepreneurial in the way they implement enterprise education with their students. Moreover, in order to trigger deep transformation of school and work interactions and enterprise education with consequent in-class pedagogies, the entrepreneurial laboratory will have to make use of special second stimuli, such as the work-to-school relationship, and the model of connective pedagogy. The paper concludes by describing how learning outcomes will be measured in students. Enterprise education should be based on pedagogies aimed at connecting school with industry, as well as on teachers who teach around principles and open questions.

Teacher Training to Handle Bullying in the School in Indonesia

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

Las TIC y las necesidades específicas de apoyo educativo: Análisis de las competencias TIC en los docentes

Today, we must consider the initial training of teachers with ICT, and continued learning, both of them essential for teachers for the quality of their educational work. In the field of ICT applied to education, technical training and pedagogical training are both necessary. We must accompany the accessibility of these resources with their educational use. ICT opens a new way to access information and offers a great communication bridge for contact and learning. However, for teachers to make use of these tools effectively they must first know the procedure, so they must be one of the main actors involved in the process of teaching and learning. Therefore, they should be updated in the proper use of ICT. To check the level of ICT training of teachers in service, we have used a questionnaire focusing on several dimensions related to ICT in the classroom: knowledge of these resources, teaching methodology, resource selection, evaluation and training received. The study sample consists of 147 teachers from 4 Spanish regions and 9 provinces. The sample used has been a purposive sampling, selecting teachers who have attended a training course on the use of ICT. The results show several differences in understanding the use of ICT in the Spanish territory and a high demand for specific training adapted to the reality of each center.

Microteaching Writing on YouTube for Pre - service Teacher Training: Lessons Learned

The purpose of the study is to investigate how pre-service teachers adopt YouTube technology into their microteaching as part of their assignments. The participants were twelve Taiwanese pre-service teachers in a Teaching English to Speakers of Other Languages graduate program. They enrolled in a Second Language Writing course and worked in groups to develop and upload microteaching videos on YouTube. In addition, the pre-service teachers had to recruit students to learn from their YouTube lessons in order to make observations on their learning. The results were fourfold: (1) the pre-service teachers employed a variety of styles and approaches in their YouTube lessons; (2) the pre-service teachers held mildly positive attitudes toward the YouTube microteaching project and revealed their gains in the perceptual shift about teaching, connecting theory and practice, and gaining hands-on experience in computer-assisted language learning; (3) the pre-service teachers encountered varying degrees of technical difficulty in producing the YouTube microteaching videos; and (4) a number of factors affecting the delivery and quality of the microteaching lessons were found (e.g. sources of anxiety, shifts in motivation, a strong focus on visuals and personal appearance, lack of student feedback and interaction).

A acessibilidade como a palavra-chave para o acesso à educação: um projeto de formação contínua de professores

Ao assumir a importância do sentido da democracia, da partilha de direitos e deveres, bem como, a centralidade do papel da Escola e da Educação, a equipa deste projeto de formação contínua de professores, centrou-se na elaboração de um programa de formação capaz de renovar as lentes de interpretação face ao conceito de Acessibilidade por com relação tanto à Cidadania, como à Educação. Ao ter trabalhado com 16 municípios portugueses e agrupamentos correspondentes, o projeto “A Cidadania Universal: As Acessibilidades”, promoveu, um novo sentido de inclusão, de bem-estar e de acesso à qualidade de vida por parte de toda a comunidade educativa, promovendo igualmente a importância central da formação de professores numa conjuntura que tarda em praticar a esperança do “aprender a ser”.

Role of In Service Teacher Training in Human Resource Development (HRD) and Quality Education an Evaluation of a Training Programme at Federal Directorate of Education (FDE), Islamabad

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Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children

This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed.

The Impact of Lifelong Learning Teacher Education in Secondary School Results

Studies dealing with factors which have an influence on students outcomes are reviewed, teacher variables and teacher training are among their most common findings to influence school achievement. This study analyses the variable in-service teacher training on students? academic achievement. The analysis levels are departments and schools, being department the level where the relation among variables is more significative. There are significative correlations between the in-service teacher training in their own subject and the subject pedagogy in 50% of the analysed departments. In-service teacher training is recommended to be organized, taking into account these differences (context, teacher variables, in- service teacher training variables) among departments, schools and districts to compensate the unequal school variables.

Die Stichprobe als ein Beispiel dafür, wie im Unterricht die klassische und die bayesianische Auffassung gleichzeitig dargestellt werden kann

Teaching statistics and probability in the school is a new challenge of the Hungarian didactics. It means new tasks also for the teacherand in service-teacher training. This paper contains an example to show how can be introduced the basic notion of the inference statistics, the pointand interval-estimation by an elementary problem of the public pole. There are two concurrent theories of the inference statistics the so called classical and the Bayesian Statistics. I would like to argue the importance of the simultaneously introduction of both methods making a comparison of the methods. The mathematical tool of our elementary model is combinatorial we use some important equations to reach our goal. The most important equation is proved by two different methods in the appendix of this paper.

EUMEDEA: a European initiative to train teachers in environmental education

Course description EuMEDEA concerning the training of teachers in service that has as its object a methodological proposal to develop and conduct environmental education projects at European level.

The Training of Teachers in Active Service.

Before entering into the merits of the question of in-service teacher training, we should clarify a number of points useful for better delineating the field.

Theory and Practice. On Frames of References in Pedagogical Development Work concerning In Service Teacher Training1

Abstract Bjerg, J., Jensen, J.Aa. & Nissen, T. 1982. Theory and Practice. On Frames of Reference in Pedagogical Development Work concerning In Service Teacher Training. Scandinavian Journal of Educational Research 26,29‐42. Based on a 4‐year pedagogical developmental project, this article gives a theoretical and general discussion of crucial concepts and aspects connected to educational change, as e.g. the construction of knowledge, the meaning of harvested experiences, and the relationship between aims and strategies. A distinction is made between two types of strategies: positive stipulation and negative stipulation, both of which are given a specific discussion.