Teachers in Transition: Current Challenges

2016 ◽  
pp. 101-122
Author(s):  
Lucas Walsh
Keyword(s):  
Transition Current ◽  
Teachers In Transition

Teachers in Transition. A Biographical Perspective on Transnational Professionalisation of Internationally Educated Teachers in Germany

2021 ◽  
pp. 147490412110109
Author(s):  
Henrike Terhart
Keyword(s):  
Grounded Theory ◽  
Teacher Training ◽  
Interview Study ◽  
Theory Analysis ◽  
Theoretical Concepts ◽  
Biographical Approach ◽  
Teachers In Transition ◽  
The University

Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher’s license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.

Philosophies, Traditional Pedagogy, and New Technologies

2014 ◽  
pp. 317-341
Author(s):  
Paul Breen
Keyword(s):  
New Technologies ◽  
Education Programme ◽  
Learning Technologies ◽  
Traditional Values ◽  
Study Approach ◽  
Use Of Technology ◽  
Education Environment ◽  
Integration Of Learning ◽  
Teachers In Transition ◽  
Traditional Pedagogy

This chapter reports on a study of teachers in transition, developing their practice and their cognitions regarding the integration of learning technologies with traditional approaches to the teaching of English for Academic Purposes (EAP). Taking a case study approach, it examines developments in the practice of three teachers during and after a teacher education programme on the use of technology in the EAP classroom. This is a study of cognition, teaching philosophy, and the relationship between pedagogy, technology, and content, and how teachers situate these within their own practice. The setting is the rapidly changing UK higher education environment, where the speed of change is such that today's latest fashions and gadgets may well be yesterday's news tomorrow. Thus, this is not a tale of individual technologies or tools to make teachers' lives better. This is a story of people, of pedagogy's traditional values intersecting with technology, and the issues arising from this, alongside the evolution of strategies for dealing with these issues.

Visualization of gas metal arc welding on globular to spray transition current

2017 ◽  
Vol 23 (1) ◽  
pp. 87-94 ◽  
Author(s):  
T. Methong ◽  
M. Shigeta ◽  
M. Tanaka ◽  
R. Ikeda ◽  
M. Matsushita ◽  
...  
Keyword(s):  
Arc Welding ◽  
Gas Metal Arc Welding ◽  
Transition Current ◽  
Metal Arc Welding

Volt-ampere characteristic and transition current of a gas gap when acted upon by pulsed ionizing radiation

1977 ◽  
Vol 18 (2) ◽  
pp. 154-156
Author(s):  
V. A. Argunov ◽  
V. V. Zakharov ◽  
G. F. Ioilev ◽  
E. V. Chekhunov
Keyword(s):  
Ionizing Radiation ◽  
Transition Current ◽  
Gas Gap

scholarly journals A Research on the Improvement of Business English Teachers’ Competence in an Internet Plus Era

2021 ◽  
Vol 4 (4) ◽  
pp. p10
Author(s):  
Yu Chunmei
Keyword(s):  
Instructional Design ◽  
International Business ◽  
Practical Experience ◽  
Teaching Quality ◽  
Business Practice ◽  
Internet Technology ◽  
The Internet ◽  
Business English ◽  
High Quality ◽  
Teachers In Transition

In an Internet Plus era, the internet technology has brought an unprecedented change to people’s ways and habits of learning, so the traditional BE instructional design cannot meet the talent needs of international business practice. BE teachers’ lack of business knowledge and practical experience forms an obstacle to BE teaching. BE teachers in transition should make more efforts to improve their competence and teaching quality, so as to cultivate comprehensive and practical talents of high quality. This paper aims at discussing how to improve BE teachers’ competence in an Internet Plus era.

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