Psychology in teacher training programmes in Germany: A crisis and a challenge

2002 ◽  
Author(s):  
Hans-Peter Langfeldt
Keyword(s):  
Teacher Training ◽  
Training Programmes

scholarly journals TEACHER EDUCATION FOR INCLUSION - THE PREMISES FOR IMPLEMENTING A NEW INITIAL TEACHER TRAINING PROGRAMME / PRIELAIDOS ĮGYVENDINTI NAUJĄ MOKYTOJŲ RENGIMO PROGRAMĄ: INKLIUZINIS UGDYMAS MOKYKLOJE

2017 ◽  
Vol 1 (35) ◽  
pp. 9
Author(s):  
Elena Marin
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
School System ◽  
Policy Development ◽  
National Level ◽  
Training System ◽  
Font Size ◽  
Initial Teacher Training ◽  
Starting Point ◽  
Training Programmes

<p><span>This paper attempts to highlight and examine the Romanian perspective regarding inclusive education by presenting some statistical data and the steps that have been made in order to make the switch from a school system lead by the segregation principle to a school system based on inclusive principles. Moreover, the attention focuses on schools` key actors, the teacher, more specifically on the initial teachers training programmes available in Romania. The starting point when it come to the initial teacher training programmes is based on the assumption that there is an acute need for training when it comes to the implementation of an inclusive educational system in Romania. Using a qualitative approach, we aimed at presenting specialists’ opinion on priority issues in policy development regarding the teacher training in the field of inclusive education, </span><span>focusing on </span><span>the premises for implementing a training system that is mandatory for every teacher in the inclusive education and on the aspects that relate to the rethinking of the teacher’s training process at a national level.</span></p><p><span lang="RO"><span style="font-family: Calibri; font-size: medium;"> </span></span></p><p><span lang="RO"><span style="font-family: Calibri; font-size: medium;">Straipsnyje bandoma analizuoti inkliuzinio ugdymo diegimą Rumunijoje: pateikiama statistinių duomenų ir aprašoma, kokių veiksmų buvo imtasi pereinant nuo segregacijos principu pagrįstos ugdymo sistemos mokykloje prie inkliuzijos principais grindžiamos sistemos. Dėmesys kreipiamas į mokytojus ir mokytojų pirminio rengimo programas.<br />Mokytojų pirminis rengimas Rumunijoje remiasi prielaida, kad, siekiant įdiegti inkliuzinio ugdymo sistemą, tokių mokytojų rengimo poreikis yra labai didelis. Kokybiniu tyrimu buvo siekiama pateikti specialistų nuomonę dėl inkliuzinio ugdymo mokytojų rengimo politikos prioritetų, atkreipiamas dėmesys į tokių specialistų rengimo, privalomo kiekvienam inkliuzinį ugdymą taikančiam mokytojui, sistemos įdiegimo sąlygas<br />ir aspektus, susijusius su mokytojų rengimo proceso reformavimu nacionaliniu lygmeniu.</span></span></p>

Evaluation Results of Initial Training Teachers Programs in Mexico Based on the Performance of Their Students

2018 ◽  
pp. 2082-2099
Author(s):  
Edgar Oliver Cardoso ◽  
Jorge Mejía Bricaire ◽  
Fernando Briseño Hurtado ◽  
Joel García Mendoza
Keyword(s):  
Teacher Training ◽  
Research Approach ◽  
Cross Sectional ◽  
Initial Teacher Training ◽  
Teacher Training Programs ◽  
General Data ◽  
Research Competences ◽  
Cross Sectional Design ◽  
Training Programmes ◽  
Education In Mexico

The study aimed to evaluate the proficiency levels of students of programmes of initial teacher training in the areas of planning, evaluation, use of ICT, didactics, and research competences in institutions of higher education in Mexico. The research approach used was non-experimental because there was not a deliberate manipulation of the variables. This papers was worked with a cross-sectional design. Initial teacher training programs evaluated based on the results of their students (521 subjects in total). For the collection of data was used a questionnaire to assess competencies and get information that would make the diagnosis of initial teacher training programmes. The instrument responded in a single application and it was composed of two sections: Respondents' general data and professional skills: structured under teaching domains of planning, assessment, management, ICT usage and research. Questions were evaluated using a scale of frequency of five degrees the scale used corresponds to a Likert-type.

Evaluation Results of Initial Training Teachers Programs in Mexico Based on the Performance of Their Students

2016 ◽  
pp. 311-327
Author(s):  
Edgar Oliver Cardoso ◽  
Jorge Mejía Bricaire ◽  
Fernando Briseño Hurtado ◽  
Joel García Mendoza
Keyword(s):  
Teacher Training ◽  
Research Approach ◽  
Cross Sectional ◽  
Initial Teacher Training ◽  
Teacher Training Programs ◽  
General Data ◽  
Research Competences ◽  
Cross Sectional Design ◽  
Training Programmes ◽  
Education In Mexico

The study aimed to evaluate the proficiency levels of students of programmes of initial teacher training in the areas of planning, evaluation, use of ICT, didactics, and research competences in institutions of higher education in Mexico. The research approach used was non-experimental because there was not a deliberate manipulation of the variables. This papers was worked with a cross-sectional design. Initial teacher training programs evaluated based on the results of their students (521 subjects in total). For the collection of data was used a questionnaire to assess competencies and get information that would make the diagnosis of initial teacher training programmes. The instrument responded in a single application and it was composed of two sections: Respondents' general data and professional skills: structured under teaching domains of planning, assessment, management, ICT usage and research. Questions were evaluated using a scale of frequency of five degrees the scale used corresponds to a Likert-type.

scholarly journals Learning how to speak: Pronunciation, pragmatics and practicalities in the classroom and beyond

2014 ◽  
Vol 50 (2) ◽  
pp. 227-246 ◽  
Author(s):  
Lynda Yates
Keyword(s):  
Teacher Training ◽  
Appropriate Use ◽  
Low Visibility ◽  
Training Programmes ◽  
English I ◽  
Speaking Skills

That learners who want to develop good pragmatically-appropriate speaking skills in a language also need to develop good pronunciation is beyond dispute, and yet research continues to report that both areas still have low visibility in the curriculum and are often treated as poor relations in the classroom. Many teachers are still wary of what they see as specialist areas, a perspective that encourages their neglect in the curriculum, in assessment and in teacher training programmes. In this plenary I go back to basics and focus on what learners need to accomplish outside the classroom with the language they are learning. Drawing on studies that have explored the communicative needs of immigrants to Australia from language backgrounds other than English, I will illustrate the importance of both pronunciation and pragmatics in their lives. I will then consider the implications for how we can approach both skills proactively in the classroom in an integrated way that is capable of developing students’ repertoire of speaking skills for effective and appropriate use outside.

scholarly journals Active methodologies as a key element in teacher training for educational inclusion

2020 ◽  
Vol 7 (3) ◽  
pp. 13-19
Author(s):  
Lina Higueras-Rodriguez ◽  
Marta Medina-Garcia
Keyword(s):  
Teacher Training ◽  
Active Learning ◽  
School Improvement ◽  
Student Learning ◽  
Inclusive Education ◽  
Qualitative Methodology ◽  
Educational Experiences ◽  
Interpretive Study ◽  
Training Programmes ◽  
Educational Inclusion

The purpose of this research is to show the results obtained in relation to the improvement of training to promote student learning from an inclusive perspective. Teacher training in active learning methods for the promotion of inclusive education is essential to ensure quality and equity in student learning. Through the analysis of educational experiences, courses and programmes, we understand that it can help in the practice of the classroom and in the meaningful learning of students. Starting from a qualitative methodology, we approach a descriptive–interpretive study of the information present in different programmes and experiences. We conclude that there are teacher training programmes that guarantee the use of active methodologies from an inclusive perspective.   Keywords: Active methodologies, teacher training, inclusion, school improvement.

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