The professional training of teachers for secondary schools

1893 ◽  
Author(s):  
E. P. Hughes
Keyword(s):  
Secondary Schools ◽  
Professional Training

scholarly journals Instructional Supervision Towards Teacher’s Quality of YIK Religious Secondary Schools in Kelantan, Malaysia

2020 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Nasuha binti Haji Musa
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Professional Training ◽  
Instructional Supervision ◽  
Quality Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Supervision Practices ◽  
Collective Development ◽  
Supervisory Practices

The Malaysian Education Blueprint (MEB) 2013-2025 emphasized on principals’ supervisory practices and teachers’ quality to enhance 21st-century international quality education. The lack of professional training for principals and the decline of teacher’s quality according to Yayasan Islam Kelantan (YIK) report (YIK, 2017) have affected the government’s aspirations. This problem requires a solution because the instructional supervision is a catalyst of teachers’ professional values and quality. Meanwhile, teachers’ quality is related to teaching professionalism practices, knowledge, understanding as well as teaching and learning skills. This study is essential for principals’ instructional supervision improvement and enhancing teachers’ quality. A quantitative, cross-sectional survey approach was adopted using a standardized three-section questionnaire comprising Section A: Respondents’ Personal and Professional Backgrounds, Section B: Instructional Supervision and Section C: Teachers’ Quality. The study sample comprised 360 teachers in YIK Religious Secondary Schools. A descriptive and inferential data analysis was generated using the Statistical Package for Social Science (SPSS) 20 Version. The improved quality among teachers was the result of holistic supervisory practices of principals namely, directive guidance, collective development, professional development, curriculum development and action research guidance. Thus, it is significant that principals understand the practical dimensions of supervision in order to improve teachers’ quality in YIK Religious Secondary Schools in Kelantan. It is recommended that YIK focuses on instructional supervision practices to produce quality teachers as the principals’ instructional supervision is highly potential catalysts for quality teachers.

Psychological Immunity Research to the Improvement of the Professional Teacher Training’s National Methodological and Training Development

2016 ◽  
Vol 11 (2) ◽  
pp. 118-141
Author(s):  
Alice Mária Bredács
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Professional Training ◽  
Training Development ◽  
Long Run ◽  
Professional Teacher ◽  
The Future ◽  
Self Knowledge ◽  
New Generation ◽  
And Training

Abstract In this study, we introduce what kind of role is played by psychological immunity and its sub-factors and its factor values in life of the students taking part in the professional training, in their performance at school, in the improvability of the students′ strengths and weaknesses. The target of the research is to renew the methodology of the professional training through becoming acquainted with the students of the new generations more exactly. Since, the new generation has changed and it is still changing even today. Their education - training is getting more and more difficult because we do not know them enough. Teachers say that the knowledge of the students, the level of their education, mainly in the specialised secondary schools, is very low because the series of their failures can be detected and the non-attendance is also typical. Much of the students do not have any relevant prospect for the future after the specialised secondary school; they do not have any targets in the long run. The teachers in the specialised secondary schools observe that students are disinterested, they miss persistence, their control ability is very low, the EQ is decreasing and their self-knowledge is imperfect. All of them can be the source of conflicts.

scholarly journals The Training of the Mathematical Teacher

1971 ◽  
Vol 55 (392) ◽  
pp. 209-212
Author(s):  
William P. Milne
Keyword(s):  
Secondary Schools ◽  
Student Teachers ◽  
Professional Training ◽  
Department Of Education ◽  
Future Teacher ◽  
Active Part ◽  
Mathematical Work ◽  
Mathematical Association ◽  
To Come ◽  
Mathematical Pedagogy

The professional training of the Mathematical Teacher after his degree course is finished is a principle which has come to stay, and it therefore behoves all who are concernedin the practical administration of this principle to do their utmost to make the course of professional training as valuable as possible for the future teacher. So far as I know nothing has as yet been done by the Mathematical Association as a body in helping forwardthis movement, but surely the Mathematical Association will fail in its fundamental aims if it does not take a very active part in helping to decide what are the best courses of instruction to give to the student-teachers while in training. The object of the present paper is not to lay down dogmatic assertions as to what ought to be done, but rather to put forward suggestions, and thus to act as a nucleus round which the discussion can revolve. No attempt is made to deal with the training of anyone except the specialist type of mathematical teacher—the person who in time to come is destined to teach in the Advanced Departments of the Secondary Schools in addition to taking his share in the general mathematical work of the school, and who, if weighed in the balance and not found wanting, will be called upon to act as Head of a Mathematical Department, and thus to guide and mould the mathematical destinies of the institution to which he is attached. In almost every University nowadays there exists a Department of Education, and within that Department of Education a School of Mathematical Pedagogy. It is for us to discuss now what ought to be the type and scope of instruction given in this School of Mathematical Pedagogy.

scholarly journals РОЛЬ ЕТНОПЕДАГОГІЧНОГО ПІДХОДУ У ПРАКТИЦІ ПІДГОТОВКИ ВЧИТЕЛЯМУЗИКАНТА ДО МИСТЕЦЬКО-ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ У ШКОЛІ

2020 ◽  
pp. 334-347
Author(s):  
Світлана Крамська ◽  
◽  
Тетяна Матвієнко ◽  
Keyword(s):  
Secondary Schools ◽  
Professional Training ◽  
Cognitive Activity ◽  
Art Teachers ◽  
Educational Process ◽  
Personal Traits ◽  
Effective Work ◽  
Moral Beliefs ◽  
The Future ◽  
Further Development

The paper outlines the importance of ethnopedagogical approach in the practice of training musical art teachers in a higher art institution, highlights the need for deep modernization of Ukrainian ethnopedagogy achievements in modern conditions. The article defines the purpose and significance of this phenomenon, introduction of which into the educational process of the HEI can ensure successful artistic development of future teachersmusicians and their readiness for further music-pedagogical activities with elements of ethnopedagogical direction in conditions of the educational process of the secondary schools. Implementation of the ethnopedagogical approach in the process of professional training of musical art teachers will ensure successful realization of the Ukrainian national idea, will contribute to the formation of students’ national consciousness, will help them to learn universal values. Through the feeling of the richness of the sound palette of his people’s art, the personal traits of the future teacher-musician (sensitivity and intelligence, emotionality) will be nurtured, which in turn will improve his professional level. This will intensify cognitive activity of the future teachers-musicians, develop their musical and aesthetic representations, increase the overall level of musical and aesthetic culture, guide their moral beliefs accordingly. Introduction of the ethnopedagogical approach in the process of professional training of students of music-pedagogical specialties is closely related to the further development of the system of music and aesthetic education of our students, where the teacher is a kind of a mediator for the child to learn about the world. Therefore, to ensure the effective work of graduates of higher art institutions, the issue of using material from the national musical and musical-pedagogical heritage is relevant not only in the process of ethnopedagogical training in universities, but also directly in the educational process in secondary schools.

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF FUTURE TEACHERS OF SECONDARY SCHOOLS IN THE UNIVERSITIES OF GERMANY

2021 ◽  
Vol 2 (2) ◽  
pp. 37-54
Keyword(s):  
Secondary Schools ◽  
Professional Training ◽  
Legal Framework ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Pedagogical Training ◽  
Training Standards ◽  
Four Blocks ◽  
Learning Development ◽  
German Universities

The purpose of the study is to identify key principles for structuring the content of psychological and pedagogical training of future teachers based on the analysis of the legal framework for professional training of teachers of secondary schools in Germany, and based on program-methodical and educational-methodical documentation of German universities as well. The author has found that the training of future secondary school teachers in German universities includes four blocks: 1) special-subject; 2) subject-didactic; 3) "Science of Education"; 4) professional and pedagogical practice. The author emphasizes the special significance of the block "Science of Education", because it reflects the content of psychological and pedagogical training of teachers. In the article it was revealed that the purpose of this block is to consider the main problems of teaching, education, and assessment of students, and the introduction of innovations based on the synthesis of knowledge in pedagogy, psychology, sociology. The basic fundamental task of the block "Science of Education" is to develop special reflective competence of future teachers. Teacher training standards for the block "Science of Education" are formulated in terms of competencies, which every future teacher should possess for the effective implementation of professional and pedagogical activities. There is a further development of the curriculum of psychological and pedagogical training of teachers on the basis of these standards. The central points of these standards are education and upbringing; profession and role of teacher; action strategies in decision-making situations; designing the learning process and learning environment; diagnostics, assessment, counseling; differentiation, integration, support; motivation for success and learning motivation; learning, development, socialization; communication, interaction and conflict management; media education; school development; research in the field of education. The author reveals two key areas of structuring the content of curricula in the block "Science of Education". The first one is based on the subject principle - through the definition of the list of disciplines and on the principle of interdisciplinarity. It provides conducting classes based on the synthesis of knowledge in pedagogical, psychological, and sociological sciences. It is proved that the interdisciplinary principle is determinative in the process of updating the content of psychological and pedagogical training of teachers in Germany.

scholarly journals The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District

2021 ◽  
Vol 1 (1) ◽  
pp. 46-56
Author(s):  
Ray Samrat ◽  
Ghulam Muhammad ◽  
Muhammad Adnan
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary Schools ◽  
Financial Management ◽  
Professional Training ◽  
School Administration ◽  
School Principals ◽  
Management Service ◽  
Record Keeping ◽  
Secondary School Administration

Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional training. Principalsare the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 100 government male high school principals from the Mardan district. A reliable instrument was developed, validated, andpilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principalsplay a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.Keywords:administrative role, Mardan, Pakistan, principals, secondary schools

scholarly journals DEVELOPMENT OF HEALTH CULTURE OF FUTURE PHYSICAL EDUCATION TEACHERS AS A BASIC CONDITION FOR THE FORMATION OF HEALTH-PRESERVING COMPETENCE OF SCHOOLCHILDREN

2020 ◽  
Vol 1 (191) ◽  
pp. 262-264
Author(s):  
Olena Radionova ◽  
Keyword(s):  
Physical Education ◽  
Health Education ◽  
Secondary Schools ◽  
Professional Training ◽  
Negative Impact ◽  
Professional Activity ◽  
Physical Education Teachers ◽  
Future Teachers ◽  
Health Culture

The article looks at the issue of health education for future physical education teachers, it also substantiates the need to insure they undergo professional development in the area of health promotion for students of elementary and secondary schools. The essence and sings of health culture of the future teachers of physical education. The data presented in this article is based on a research in the field of health education for students who are studying to become physical education teachers, which was conducted by the author. This data points to a rather low level of student health education and of their health culture level, which in return will have a negative impact on the quality of their professional activity when it comes to cultivating resiliency in elementary and secondary school students. This can be done with the destructive or indifferent attitude of future teachers to their health and affects the quality of their health function. The function of creating health is seen as a unity of components: - inclusion in the content of education of some issues related to the formation of student’s healthy lifestyle skills focused on the value of health and motivation to creative behavior. - self-development of students in the field of health saving knowledge (professional and personal). In general, the article heretically substantiates the problems of trading future teachers of physical education. the article considers the preservation of health through pedagogical means as giving a humanistic attitude to the educational environment and learning process, denial of violent training methods relying on the internal positive motivation towards training activities, development of personal and physical capacities of students elementary and secondary schools, outlines the current state of professional training of student in higher education. The article explores conceptual ideas, approaches, methods and paths for promoting health education among future teachers and development of their culture of health.

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