1,202,553 research outputs found

    Training new teachers : report by the Comptroller and Auditor General

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    The use of ICT tools by academic teachers in the international comparative context

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    The article sets out to analyze the professional competencies on the standard European e-Competence Framework. The survey of information technology teachers of Ukrainian universities concerning the necessity of forming and development of European e-Competence Framework competencies allowed defining the priority areas for training and forming the content component of a model of professional competencies development of information technology university teachers. The proposed model distinguishes stages, factors, and resources for training teachers. Teachers’ attitude to motivation, time and money allocation for professional development was researched. The content component of the development of professional competences of teachers of information technologies is offered. Recommendations for training and advanced training of teachers of information technologies, assessment of the level of development of professional competence, was proposed

    The Effect of Gender Awareness Training Towards Teachers and Students Gender-Based Stereotype

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    Understanding of gender equality ought to be socialized to teachers (e.g. through gender awareness training), in order to enhance teachers' awareness of gender bias practice that happen in school. Therefore, after the training, teachers are expected to apply it in the classroom teaching so that students' gender-based stereotype will be decreased. The aim of the research is to examine the influence of the training towards teachers and students gender-based stereotype. The participants of the research are 4 elementary teachers and 185 elementary students. The gender awareness training is conducted to teachers. Data is gathered through questionnaire, an observation of the classroom learning process, and interview to teachers are also carried out to monitor the effect of the training on gender-based stereotype. The result reveals that there is a decrease of gender-based stereotype on both teacher (t5.563 and p=0.011) and students t=4.137 and p=0.009) after teacher training. Discussion and suggestion of the result, such as handling practical obstacles, the principal's support, will be further described in the paper

    Teachers and teaching in upper secondary education: a comparison of systems in place across secondary and FE sectors

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    The training of teachers in upper secondary education varies considerably dependent on whether training is undertaken as a secondary school teacher or as a teacher within the Further Education (FE) system. Indeed, until the late 1990s, the training of teachers in FE had been the focus of little regulation by Government. Differences also occur across the UK with different pathways in place in the home countries. Regardless of the pathway taken to teaching in upper secondary education there are concerns that the teaching in schools and FE is still not good enough. The Coalition Government has proposed many reforms to the training of teachers in schools and a consultation exercise has been undertaken on the training of teachers in the FE sector. This article will review current approaches to the training of teachers in the home countries of the UK. Attention will be given to the proposed reforms in order to consider how these might contribute to raising the standard of teacher training and hence the quality of teaching in schools and FE. © 2011 Institute of Education, University of London

    Cascading training down into the classroom: The need for parallel planning

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    Cascade models of in-service training are widely considered to be a cost effective means of introducing educational change to large numbers of teachers. Data from 511 teachers completing a cascade training programme that introduced current ideas about and procedures for teaching English to young learners, suggests that provision of training alone is no guarantee that cascade training aims will actually be applied in classrooms. The paper considers implications for cascade projects, suggesting that planning needs to be a parallel process if an adequate return on outlay, in the sense of teachers applying skills introduced in training in their classrooms, is to be achieved

    Attention deficit hyperctivity disorder –aviable training module for school teachers

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    Attention Deficit Disorders in children is a problem that teachers face in classrooms universally, and it can be particularly challenging. Despite this, there is a great paucity of work either in evaluating the existing knowledge levels of the teachers of Primary schools concerning this neurobehavioral problem, or in formulating attempts to train them in classroom management. The aim of the present study is the development of an evaluation and Training Module for Teachers, comprising of a three-step ADD group training method, with evaluation included. The target group comprised of 30 primary school teachers representing various schools in D. K. District. Following a baseline evaluation, the group training was performed. The curriculum included ADD/ADHD theory, case study and discussions. The specific objectives of the 3 day activity were to: assess them on their knowledge of ADD on a pre evaluation Test, obtaining relevant socio-demographic details, and providing them with specific training, after which they were re-assessed. The experience showed that the training facilitates knowledge of this clinical condition. The age, sex, teaching experience, qualifications and the residential area, were not found to be associated with the knowledge levels of teachers. The inclusion of this time and cost effective module in awareness and management skill building of Primary teachers as part of their in- service training as well as the implications of a successful culture and context specific training programe for the inclusion of ADD children in the regular classroom is discussed

    Professional standards support for curriculum mentors: report on the TDA funded ‘Professional Standards Support for Curriculum mentors’ at the University of Southampton

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    A revised framework of professional standards for teachers was published by the Training and Development Agency for Schools (TDA). These standards replaced existing teacher standards in September 2007 and form a clear, progressive framework of standards for teachers. The standards are statements of a teacher's professional attributes, knowledge and understanding, and skills. Importantly they clarify expectations at each career stage helping teachers identify how they need to develop professionally to progress in their careers.• the awards of Qualified Teacher Status (QTS) (Q)• teachers on the main scale (Core) (C)• teachers on the upper pay scale (Post Threshold Teachers) (P)• Excellent Teachers (E)• Advanced Skills Teachers (ASTs) (A)The Training and Development Agency for Schools (TDA) made funding available to help support initial teacher training (ITT) providers in meeting the revised qualified teacher status (QTS) standards which came into effect in September 2007. A Guidance to accompany the standards for Qualified Teacher Status (QTS) was also produced by the TDA<br/

    Classroom Management Training: Keeping New Teachers

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    Many new teachers begin their first day of school with a sense of idealism. They expect to make a difference in the lives of young students. However, many soon learn the challenges of classroom, behavior management and feel great stress. Can more classroom management training in college and pre-service, student-teaching strategies help these novice educators? This article asks education professionals and researchers to evaluate their teacher training programs and increase classroom management training
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