Teacher Training and Digital Paths

2018 ◽  
pp. 657-675
Author(s):  
Pierpaolo Limone ◽  
Rosaria Pace
Keyword(s):  
Teacher Training ◽  
Technological Innovation ◽  
Learning Resources ◽  
Primary Role ◽  
Educational Leader ◽  
Educational Structure ◽  
Blended Courses ◽  
School Innovation ◽  
The University

Innovative practices in schools are the outcome of a combination of factors, including the teacher's primary role in directing methodological and technological innovation. In order to make this happen, the teacher – as an expert and educational leader – needs a repertoire of specific skills that allow for critical and situated adoption of tools, processes and learning resources. This paper describes the educational structure and features of some online and blended courses intended for initial and continuous teacher training. These courses are designed to support teachers in acquiring strategic competences for their work. Starting from the experience of the University of Foggia, the authors intend to offer their perspective on the prominence of teacher training within the framework of school innovation.

Teacher Training and Digital Paths. Revolution in the School

2016 ◽  
Vol 7 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Pierpaolo Limone ◽  
Rosaria Pace
Keyword(s):  
Teacher Training ◽  
Technological Innovation ◽  
Learning Resources ◽  
Primary Role ◽  
Educational Leader ◽  
Educational Structure ◽  
Blended Courses ◽  
School Innovation ◽  
The University

Innovative practices in schools are the outcome of a combination of factors, including the teacher's primary role in directing methodological and technological innovation. In order to make this happen, the teacher – as an expert and educational leader – needs a repertoire of specific skills that allow for critical and situated adoption of tools, processes and learning resources. This paper describes the educational structure and features of some online and blended courses intended for initial and continuous teacher training. These courses are designed to support teachers in acquiring strategic competences for their work. Starting from the experience of the University of Foggia, the authors intend to offer their perspective on the prominence of teacher training within the framework of school innovation.

scholarly journals Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Dinavence Arinaitwe
Keyword(s):  
Teacher Training ◽  
Institutional Capacity ◽  
Government Support ◽  
Activity Systems ◽  
Vocational Teacher ◽  
Training Institutions ◽  
Group Interviews ◽  
Cultural Historical Activity ◽  
Collaborative Activities ◽  
The University

AbstractThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

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.

scholarly journals Teacher training does a epistemological question?

Perspectiva ◽  
2017 ◽  
Vol 35 (1) ◽  
pp. 33-48
Author(s):  
Diana Estela Pipkin
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Secondary School ◽  
Classroom Practices ◽  
Buenos Aires ◽  
Epistemological Question ◽  
Teaching Careers ◽  
The University

What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.

scholarly journals Evolución de los planes de estudio de Educación Física y Ciencias de la Actividad Física en la Universidad de León: estudio de un (fra)caso (Evolution of the syllabi in physical education and physical activity sciences at the University of León: a (failur

Retos ◽  
2015 ◽  
pp. 101-107
Author(s):  
Miguel Vicente Pedraz ◽  
María Paz Brozas Polo
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
University Reform ◽  
Initial Teacher Training ◽  
Fundamental Transformation ◽  
The University

Este artículo analiza la evolución de los planes de estudio de educación física y ciencias de la actividad física en la Universidad de León desde su implantación en 1987. Aunque es un estudio de un caso, se plantea como ejemplo del proceso de transformación de dichos estudios en España en los últimos 25 años. El análisis de los datos permite colegir que en este tiempo dichos estudios han sufrido una transformación de fondo al calor de los saberes hegemónicos: la formación humanística, social y pedagógica ha sido sustituida por materias de índole deportivo. Se argumenta que esta transformación provocará cambios en el perfil de los titulados y, eventualmente, puede redefinir el significado y las funciones de la educación física escolar.Palabras clave: planes de estudio, formación inicial de profesores, reforma universitaria, educación física.Abstract: This article analyzes the evolution of the syllabi in physical education and physical activity sciences at the University of León since its introduction in 1987. Although this is a case study is presented as an example of the transformation of these studies in Spain in the last 25 years. The data analysis can infer on that at this time these studies have undergone a fundamental transformation in the heat of the hegemonic knowledge: the humanistic, social and pedagogical education, has been replaced by maters subject sport competitions the humanistic, social and pedagogical education has been replaced by sports. It argues that this transformation will change the profile of graduates and may eventually redefine the meaning and functions of school physical education.Key words: syllabi, initial teacher training, university reform, physical education.

scholarly journals Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course

2016 ◽  
pp. 136-151
Author(s):  
Sahar Alzahrani ◽  
Vicky Wright
Keyword(s):  
Language Learning ◽  
Instant Messaging ◽  
Virtual Learning Environment ◽  
Learning Needs ◽  
Learning Resources ◽  
Learning Space ◽  
Look Ahead ◽  
Online Tools ◽  
The Many ◽  
The University

This paper reports on the design and management of an online self-access language learning (SALL) space that was used with a group of Saudi medical students to complement classroom-based learning. The aim was to increase the opportunities for communication and language practice and, more specifically, to help develop the learners’ language learning autonomy (Little, 1999). In a pre-study, a questionnaire and a focus group were used to collect information about the students’ needs and interests in language learning. The design of this space was informed by the students’ feedback on their language learning needs and styles as recommended by Breen (1986) and Marsh (2012). Desire2Learn, a widely used virtual learning environment, was used to provide learners with an online self-access center because of the many features it has which would help learners to take control of their learning. The learning resources and online tools included instant messaging (IM), a news stream, access to a facilitator and other learning support, moderated discussions, videos, images, activities and quizzes, as well as links to external materials and to free self-access language learning resources. A description will be provided of how the materials, the tools, and the facilities were integrated within this space along with the justification for each of the elements. A look ahead to how this study could be extended for use with all learners enrolled in the medical scheme of the university will be discussed at the end of the paper.

scholarly journals University extension and teacher training in Brazil: the Zoology Summer Course

2020 ◽  
Vol 11 (3) ◽  
pp. 315-330
Author(s):  
Karla D. Araujo Soares ◽  
Adriana Jeckel ◽  
Gabriel Silva ◽  
Victor Giovannetti ◽  
Kleber Mathubara
Keyword(s):  
Teacher Training ◽  
Graduate Students ◽  
Graduate Program ◽  
Sao Paulo ◽  
São Paulo ◽  
Postgraduate Students ◽  
University Teachers ◽  
College Professors ◽  
Academic Activities ◽  
The University

Teacher training in higher education has been relatively neglected in Brazilian universities because postgraduate programs are mainly focused on the research that students produce. However, these postgraduate students are expected to become the next university and college professors. Herein, we present the experience of the Zoology Summer Course, a university extension course organized by graduate students from the Zoology Graduate Program at the University of São Paulo, Brazil. This course was created aimed to provide graduate students with an opportunity to develop and practice their teaching skills. To understand the influences, motives, and legacy of the CVZOO on its organizers, we developed a questionnaire and evaluated the responses by focusing on elements of academic formation and prospects for a teaching career, using systematic content analysis procedures as parameters. Our results demonstrate the importance of CVZOO as a space of dialogue and interaction for professional teacher training, as well as an opportunity to exchange experiences and build professional identity. The course has also influenced other academic activities such as the organization of scientific events, mentoring experience, and publications. Lastly, we discuss the importance of teacher training in Brazilian graduate programs and propose initiatives to improve the training of future university teachers. Keywords: Graduation; Extension Course; Students; Biodiversity   Extensão universitária e formação docente no Brasil: o Curso de Verão em Zoologia   Resumo: A formação docente universitária tem sido bastante negligenciada em universidade brasileiras, uma vez que programas de pós-graduação focam majoritariamente na produção acadêmico-científica de seus alunos. No entanto, espera-se que os pós-graduandos sejam a próxima geração de professores universitários. Neste estudo, nós apresentamos a experiência do Curso de Verão em Zoologia da Universidade de São Paulo, Brasil. Este curso foi criado com o objetivo de proporcionar aos estudantes de pós-graduação a oportunidade de desenvolver e praticar suas habilidades para docência. No intuito de entender as influências, motivações e legado do CVZOO em seus organizadores, nós desenvolvemos um questionário e avaliamos as respostas buscando elementos da formação acadêmica e prospecção para a carreira docente, usando procedimentos de análise de conteúdo como parâmetros Os resultados demonstram a importância do CVZOO como um espaço de diálogo e interação com a prática docente bem como uma oportunidade para trocar experiências e construir uma identidade profissional. O curso tem influenciado em outras atividades acadêmicas, tais como organização de eventos científicos, orientação de alunos e publicações. Por fim, este artigo discute a importância da formação docente em programas de pós-graduação no Brasil e propõe algumas iniciativas para melhorar a formação dos futuros professores universitários. Palavras-chave: Pós-Graduação; Curso de Extensão; Estudantes; Biodiversidade

scholarly journals Analysis and Assessment of New Permanent Teacher Training Activities under the Erasmus+ Program from the Perspective of the Participants of Spain in Times of COVID-19

2021 ◽  
Vol 13 (20) ◽  
pp. 11222
Author(s):  
Daniel Salcedo-López ◽  
Mercedes Cuevas-López
Keyword(s):  
Teacher Training ◽  
Negative Impact ◽  
Positive Impact ◽  
Student Mobility ◽  
The European Union ◽  
International Mobility ◽  
Global Pandemic ◽  
Training Activities ◽  
The University ◽  
The Impact

The Erasmus+ program (2014–2020) is one of the main initiatives developed by the European Commission in the field of education and is the final joint evolution of other minor and prior actions that provide schools and teachers with funding to carry out international mobility projects with a variety of formative activities. The benefits of carrying out international mobility activities to strengthen student learning and teacher training are well known and have been researched or reported even from the early stages of a program that was born back in the 1980s but has always been focused on the university level. When considering teachers at early levels (schools and high schools), the 2014–2020 Erasmus+ program was the main source of funding to grant Spanish teachers permanent training activities abroad with a direct positive impact on their careers. The year 2020 is the last year of the first evolution of the Erasmus+ program, which has been renewed, extended, and strengthened for a new six-year term (2021–2027). However, 2020 has also been a significant year. The COVID-19 global pandemic continues to affect the mobility of citizens within the different territories of the union and, thus, have a direct negative impact on international teacher and student mobility. Being 2020 the end of a cycle and a critical moment, it is the perfect time to conduct an analysis of the data associated with the participation of teachers and schools in Spain, their perceptions of the program, the different activities carried out, and the impact of the pandemic. This research study is based on an analysis of an opinion survey through a nationwide sample of teachers participating in KA101 Erasmus+ projects. This paper gathers and presents data and conclusions using information previously not available that most of the time is published in official reports globally without considering the particularities of the different states of the European Union.

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