Training Teaching Methods Research Articles

Analysis of application for situational teaching method in tourism English teaching

Faced with China’s English teaching problems today, it is not enough to just know that the situational teaching method can be effectively applied in a wide range of English teaching, but there is a must to embody the specific application value of the situational teaching method. This paper first analyzes tourism English teaching in China through establishing the quantifiable group-index hierarchical structure model to obtain the optimal training program of China’s tourism English talents, and then carries out a detailed analysis of the application and role of the situational teaching method in training of the tourism English ability to obtain the specific application scope and application value of the situational teaching method in the tourism English teaching.

Micro Teaching Skills for Health Professionals

Microteaching, a teacher training technique, provides teachers an opportunity to develop their teaching skills by self- practice and self-criticism. It is not at all a teaching method rather than it is a device for skill practice. All health professionals should have proper teaching skills for transfer of their knowledge which can be acquired by microteaching sessions. This article focusses on the need for microteaching, the process and its advantages.INTRODUCTION: The art of teaching not only means a simple transfer of knowledge from one to other, instead, it is a complex process which facilitates and influences the process of learning. Medical professionals always feel that their education does not prepare them for teaching. Quality of a teacher is evaluated on how much the students can understand from his/her teaching. The classrooms cannot be used as a learning platform for acquiring primary teaching skills. Training of medical teachers in specific teaching skills is a major challenge in medical education programs. However, society's increasingly high expectations on health professionals demand that they be taught and trained effectively.The traditional medical teaching emphasizes on the transmission of factual knowledge and hence, the teachers are the main source of information. But, the conventional methods of medical teacher training are not adequate. So, the teaching objectives have now shifted to the student centered, measurable, achievable, relevant, and timely concept.Journal of Universal College of Medical Sciences Vol. 3, No. 1, 2015: 60-64

Lesson study and the development of teacher’s competences

Purpose – The purpose of this paper is to show, from a theoretical point of view, the promising relationship between the processes generated by Lesson Studies (LS) and the development of practical thinking in in-service teacher training, derived from two pieces of research. Design/methodology/approach – The authors propose broadening the focus of LS in order to not only improve the “lesson” or “teaching” – in short, practice – but also to reconstruct and improve the practical knowledge of teachers. The core issue of the paper is the discussion about the relationship between the practical knowledge, the knowledge that every teacher uses in his or her daily practice, theories-in-use, mostly unconscious, and the conscious and explicit knowledge, practical thinking, explicit theory, they use to describe and justify their practice. Findings – Knowing our practical knowledge intuitive Gestalt, and building a new conscious and informed way of thinking is not enough, we need to build through systematic new practice a new way of doing, a new way of perceiving, interpreting, taking decisions and acting, coherent with our new theories. LS reinforces these two complementary movements: the practical theorizing movement, the reflexion on action to discover the implicit believes, habits, attitudes and emotions underlying the practice, and the experimentation of the new theory to form the new habits, beliefs, attitudes and emotions that support the development of a new form of teaching. This second movement needs more time and adequate teaching context, confirming the long spiral cycle of LS. Originality/value – With emphasis on the dialectical relationship between practical theorizing and the experimentation of theory, this paper could set out a new approach for LSs as a method of teacher training which can improve practice through the reconstruction of the practical thinking of those involved.

Should emergency medicine registrars focus on seeing patients and leave the teaching of medical students to others? No.

Should emergency medicine registrars focus on seeing patients and leave the teaching of medical students to others? No.

La videoeducazione per la formazione degli insegnanti: sviluppi e prospettive nel Web 2.0

Teacher Training Course Enhanced by Video: Developments and Perspectives in the Web 2.0 In the broadest sense, video-based education has a long history that dates back to the last century. The spread of television and later of the multimedia have profoundly marked the increased use of video in education and teaching. In recent years, digitization and broadband technology as well as the increasingly widespread availability of mobile technology, which is economical and easy-to-use, have transformed the web into a huge sphere for video production and sharing. The phenomenon now takes on a new aspect for education and looks set to significantly change teacher training methods. In this paper we describe the new prospects of video-based education brought by recent web developments, with particular reference to Web 2.0 with YouTube and other video-sharing platforms. We will present two training methods enhanced by videos, video-modeling and video-coaching, and we will analyze their potential problems with reference to teacher training.

Роль игровых интерактивных методов обучения в подготовке специалистов по бухгалтерскому учету в Дагестанском государственном университете при формировании компетенций

Роль игровых интерактивных методов обучения в подготовке специалистов по бухгалтерскому учету в Дагестанском государственном университете при формировании компетенций

YouTube as a Teacher Training Tool

High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in the field of professional development indicates that most teachers do not experience effective teacher training (Desimone et al., 2002; Guskey, 2002). Therefore, the purpose of this paper was to examine one professional development opportunity using the video-sharing tool, YouTube, as a training modality for in-servicing teachers. For this study, the researchers conducted interviews with six teachers currently teaching in Western Pennsylvania to analyze their perceptions about the YouTube teacher training method. The results of the study indicated that the YouTube training tool is a quality training tool to assist teachers in the implementation of higher-order teaching strategies. Additionally, the results indicated that YouTube training videos could reinforce in-person training.

Student perspectives on the use of alternative methods for teaching in veterinary faculties.

The use of alternative methods for teaching purposes is gradually increasing in higher education. In order to evaluate the usefulness of non-animal based practical classes in veterinary science, and to inform on possible benefits and limitations of these teaching tools, a questionnaire was designed and distributed to students. Although there was no complete agreement among the student responses, it was apparent that the majority of the students would like traditional training methods to be paired with alternative approaches, and expressed their desire to be exposed to as many humane modes of learning as possible. In addition, the students agreed that alternative teaching methods for training in veterinary science can reinforce existing knowledge that is required at the clinical stage, and that they can be effective supplements to traditional training methods. It was also concluded from the study that the use of new alternative approaches is very much appreciated by the students, whereas the validity and effectiveness of these methods are debatable, suggesting that further optimisation, proper application and evaluation of these alternative methods is required.

A Comprehensive Experimental Practice for Ship Bridge Resource Management Training Based on Ship Handling Simulator

There is short in the number of large ship handling simulator and it has high failure in BRM training. They could not remain for a long time in the laboratory for teachers qualified with captain and highly educated full-time laboratory personnel. Marine institutions begin to carry out practical teaching reform for these problems, which make people to work hand with policy support and scientific and rational evaluation mechanisms, innovative training teaching methods and establish an objective assessment criteria. By BRM training students enhance the ship's emergency response, role awareness and situational awareness, which have important practical significance to enhance navigational safety and strengthen risk awareness.

Teachers' Educational Gestures and Habits of Practical Action: Edusemiotics as a Framework for Teachers' Education

When trying to help teachers cope with the critical situations they face in classrooms, public policies are mainly concerned with improving initial teacher training. I claim in this article that the role of lifelong learning should no longer be undermined and that the design of teachers' training should be supported by a thorough examination of the cognitive processes involved. A faulty view of cognition may explain both our emphasis on initial training and most of the difficulties faced in designing teachers' training. Searching existing alternative metaphors of cognition and investigating new ones constitutes a way of coping with these problems: first to design new forms of training, second to understand the processes involved in innovative training methods that have already been implemented. My focus in this article is precisely the ‘metaphor of cognition’ that underlies innovative teacher training methods. This metaphor is based on Peirce's pragmaticism, and it describes teachers' training as a process of taking and changing habits. This article mainly investigates the links between Peirce's later semiotics, Merleau-Ponty's Phenomenology of Perception and Varela's theory of enaction, in order to propose a threefold definition of ‘habit’ and define the notion of ‘educational gesture’, which constitutes a translation of the concept of habit in the field of education and training.

Sports Skills in Youth Volleyball by Video Analysis Teaching Method Gaetano

Efficacy of the spike is important in volleyball score and efficiency of training process has a prior aim for coach, in the same time video analysis is used to purpose quantitative aspect of performance. Could be useful the use of performance as teaching method to improve single sport skills. The aim is to utilize this teaching methodology with visual feedback by video analysis to improve the technique model of spike. Methods is experimental and involve an under 21 women team, divided in control and experimental group, run of 10 training weeks while is going on the championship. Experimental group reviews itself by video without comments or helps of coach who evaluates specific technical aspects of spike by specific descriptors in check list of sport skill in presence of the athletes. The improvement of sports skills of control group is increased in minor percentage than of experimental group for difference of 12%. The different percentage could be attributed at the presence of the visual feedbacks in teaching training method. Data shows the future use of this tool in training and in physical education and not only for statistics or tactics scheme.

A Collective Model of Advanced Teacher Training: An International Experience

The conventional course-based teacher training method doesn’t meet the requirements of time, and neither does the reproductive teaching style. The paper offers a new alternative to that system, which is project-based and result-oriented advanced training designed to stimulate creative thinking in teachers and to enhance the role of self-analysis and self-assessment. The main idea of this teacher training method lies in collaboration of teachers within a school to create new learning practices based on electronic learning materials and program tools. The paper describes terms and results of the international education project “ICT Learning Environment. Create and Use Together”, which was realized in 2010–2012 and involved Russian and Finnish teachers and experts. Five school teams from Russia (represented by Saint Petersburg) and five from Finland had a mission of learning new technologies, developing new electronic learning materials and implementing them in their own teaching practices. The school teams collaborated for two years during live and online seminars, exchanged emails and talked on Skype, developing the selected projects together. The author investigates into the two factors of assessing team project efficiency: a) participants’ self-assessment of progress in their professional development and b) quality of created learning materials as finished products to be copied and distributed across the educational system. The paper provides benefits of the cluster-based model of project cooperation among teachers, which consists in grouping bunches of schools into clusters by geography or common teaching approaches.

Prágmaticas de sí en la formación de profesores. Análisis de discursos estatales e institucionales

This article presents developments in an ongoing investigation whose main theme is the training of physics teachers in Argentina. It conceives of teacher training as a part of a web of historically situated practices. Based on the contributions of Michel Foucault, especially his writings and lectures of the period 1978-1983, in this article we approach the characteristics of teaching regimes present in curricular documents of physics faculties and state documents on science teacher training. The main hypothesis at which we arrive is that didactic discourses have passed from problematizing a particular expertise of the teacher regarding the reality of the classroom to generating a series of internal investigation procedures on trainee teachers. This displacement responds to a concern about shaping a certain relationship of the future teacher with him- or herself, in a context in which shifts can be noticed in the position of the natural sciences in secondary school curricula. We can also identify shifts in the methods of state intervention regarding teacher training. We analyze new regulatory procedures that seek to intervene in the methods of teacher training. This involves an inquiry into aspects of governmentality practices which try to establish themselves on the basis of certain sources of experience (Foucault, 2009) centred on science teaching and teacher training.

Analysis of the effect of the top-down teaching method for training of developing contents based on smart media

Recently, as smart devices are distributed more and more, the need for education of developing contents based on smart media increases. In order to develop contents based on smart media, it is necessary to learn new programming language as well as to understand the structure of platforms as device-manufacturers and communication companies have different platforms. Generally, the problem in education of programming is that it can provide learning to understand the language stage by stage, but it is difficult to suggest a clear result such as completion of learner's project from macroscopic and integrated approach. Especially, there is a difficult of learning several programming languages due to the characteristics of platforms in developing smart contents. Accordingly, in the education of programming for developing smart contents, it is not appropriate to use the traditional teaching method of programming which conducts projects from an integrated point of view after learning the grammatical elements of the language. This paper aims to suggest the top-down teaching method as an effective teaching method for developing contents based on smart media, and to analyze the effect after developing and applying the suggested teaching model.

Integrating Intercultural Communication into an Engineering Communication Service Class Tutorial

Engineering programs in the US made notable efforts to develop students' intercultural competence, but they tended to overlook the teaching of intercultural communication. Technical communication teachers can fill this gap by addressing intercultural issues in the service class. This proposal faces challenges: the lack of class time, teacher training, textbooks, and teaching methods. To address these challenges, this tutorial uses various materials and genre-based instruction to integrate intercultural communication into the service class. This approach helps to raise students' intercultural awareness and sensitivity as they learn engineering communication genres. This tutorial may be used in service classes for other majors.

Elementary and secondary school teachers' perspectives and solutions for the improvement of online teacher training in foreign language education

This study investigates: 1) the current patterns and contexts of elementary and secondary school teachers` online teacher training; 2) elementary and secondary school teachers` perspectives on online teacher training; and 3) solutions for the improvement of online teacher training. A questionnaire was used to collect the quantitative data for this study. The subjects consisted of 680 elementary and secondary school teachers who had attended online teacher training programs for foreign language education in 65 online education centers in 2008. The results of the study showed that: 1) 85% of the teachers have participated in online teacher training program more than twice. Moreover, 99.6% out of them responded positively toward the possibility of participating in the program again. This result shows the possibility of online teacher training becoming the most popular method of teacher training near future; 2) the perspectives towards online teacher training were found to be positive in general. The participants were highly satisfied, especially with the environment of the program services and contents; 3) the participants preferred teaching-learning method involving learner participation, especially the ones requiring active participation such as practice, simulation, etc. Therefore, the development and enhancement of teaching method that allows active learner participation is needed; and 4) finally, it is suggested that learning support services, professionality and quality of the content, guide and manual for the program, evaluation and assessment need to be improved for better online teacher education.

Bourgeois Ideas in Communist Construction: The Development of Stanislav Shatskii's Teacher Training Methods

This article traces the role of the non‐communist, late Tsarist, ‘new education’ movement in shaping early Soviet views of teacher training. Comparing the teacher‐training approach of one of the leaders of this Tsarist educational movement—Stanislav Shatskii—with that of the Soviet Commissariat of Enlightenment (Narkompros), the article first reveals the power of the ‘new education’ movement in shaping Soviet teacher training practices. It then describes how Marxist ideology and practical problems of implementation forced new educators to work out a compromise solution to teacher training that blended Marxism‐Leninism with the values and approaches of the new education movement. This compromise suggests that early visions of communism incorporated important ‘socialist‐universalist’ values: internationalism, experimentation, non‐violence, freedom and unleashing human potential. Although this 1920s ‘amalgam’ was abandoned in 1932, elements of the new education approach have remained important in Russian education to this day, including a focus on active, outreach education, an emphasis on character education (vospitanie), and a belief in the power of community‐based education.

Cost‐effectiveness of online teacher training

This study aims to compare the cost‐effectiveness of an online teacher training method with a face‐to‐face training method in teaching ‘ICT integration in the school curriculum’. In addition, the study explores the possibilities of a school‐based voluntary training method in supporting other approaches to ICT teacher training. The analyses of various quantitative and qualitative data showed that online teacher training was more cost‐effective than face‐to‐face teacher training, mainly due to the lower opportunity cost of the participants. The voluntary teacher training revealed the possibility of providing cost‐effective training, especially in the actual application of ICT in classrooms. Based on the results of the study, factors affecting cost‐effectiveness of the teacher training approaches are discussed and further research areas suggested.

Mathematics Reform in a Minority Community: Student Outcomes

This article reports on 3 years of mathematics reform that took place in 4 high-poverty minority schools in a large, demographically mixed public school system in the South. Comparisons were made with 2 demographically similar sets of schools on project-constructed interviews, items taken from the Third International Math/Science Study (TIMSS) data set, and Stanford Achievement Test scores. The reform project used teacher-training methods that originated from Project IMPACT (Increasing the Mathematical Power of All Children and Teachers), a project implementing intensive professional development in schools in Maryland. The project reported some modest successes, with school leadership and students' access to teachers trained by project staff as important components of project success. The project and its results are discussed in relation to Schoenfeld's (2002) ideas about the criteria for equitable and successful mathematics reform.

Language Teaching through Role-Play: A Hungarian View

This article explores the introduction of new teacher training methods at the Centre for English Teacher Training (CETT) at the University of Budapest, along with its partner schools. A particular interest has emerged in the use of role-play to make language learning more student centered and interactive, thereby creating a more spontaneous and realistic learning environment that prepares teacher trainees and their students for social interaction via the medium of a foreign language. The article concludes with a summary of main findings about the perception of role-play activity based on in-depth interviews with 10 trainee teachers linked with the CETT program.