Student teachers’ intrinsic motivation during a short-term teacher training course abroad

2016 ◽  
Vol 30 (2) ◽  
pp. 107-128 ◽  
Author(s):  
Joanna Pfingsthorn ◽  
Anna Czura
Keyword(s):  
Teacher Training ◽  
Intrinsic Motivation ◽  
Student Teachers ◽  
Short Term ◽  
Training Course

scholarly journals Enhancing Pre-Service EFL Teachers’ Teaching Skill through Teacher Training: A Case Study of a University in Thailand

2021 ◽  
Vol 12 (3) ◽  
pp. 1
Author(s):  
Anamai Damnet
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Teaching Practice ◽  
Vital Role ◽  
Management Program ◽  
Teachers Perceptions ◽  
Training Course ◽  
Efl Teacher ◽  
Efl Teachers

EFL teacher training for pre-service teachers plays a vital role in second language teacher education (SLTE). In Thailand, pre-service EFL teacher training benefits in helping student-teachers gain confidence before going to their practicum. This study investigates the effects of the pre-service EFL teacher training in a university in Thailand. The pre-service teachers’ perceptions towards the EFL training were also examined. Participants were 30 pre-service teachers currently studying in English Learning Management Program in the university at the research site. Research method applied training program evaluation (Owen & Rogers, 1999), and a 24-hour EFL training program was implemented. An experienced trainer in EFL was invited to provide the EFL training during the whole training course. Data collection gained was from: 1) an evaluation form, 2) a questionnaire, and 3) a student reflection sheet. Data analysis employed percentage, means, and S.D. for quantitative whereas grounded theory (Strauss & Corbin, 1999) was applied for qualitative data. Three major findings revealed that: 1) the effects of the pre-service EFL teacher training was very high; 2) the participants showed changes in all areas of EFL knowledge and experience provided after the training; and 3) the participants viewed five factors which included training contents, knowledge and experience, training activities, training process, and the trainer that affected the training. However, the findings indicated that the critical problem of the study was time limitation of the training course. This study has shed light on the significant role of EFL training for pre-service EFL teachers before their practicum as the findings showed positive change in their motivation and attitude for their teaching practice.

scholarly journals La Mecanique En Classe De Seconde Scientifique : Analyses Des Styles Pedagogiques Et Des Documents Iconographiques Dans Le Manuel Intitule Physique Chimie (Collection Arex), En Usage Actuel En Cote d’Ivoire

2016 ◽  
Vol 12 (19) ◽  
pp. 354
Author(s):  
Kouamé Nguessan
Keyword(s):  
High School ◽  
Teacher Training ◽  
Learning Process ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Science ◽  
High School Science ◽  
Constructivist Pedagogy ◽  
Training Course ◽  
Science Classes

This contribution sets out, through the analysis of the teaching styles, the texts and graphic material of the six chapters about Mechanics of the handbook Physique Chimie (Collection AREX, Les classiques africains) of the first years of high school science classes, to highlight the difficulties and obstacles that the teacher or the student face in using it.. The results of the analysis from the epistemological and didactic benchmarks knowledge to teach the mechanics show that the manual emphasizes the use of more informative teaching style and that of the illustrative figures to state the knowledge to be taught. Thus, the approaches used do not refer to a real problematization and do not allow students to be independent and productive; they are not actively and intellectually engage students in the learning process. Faced with the passivity of the student in the acquisition of knowledge, it thus seems necessary to include in the training of the teacher, a teacher training course based on understanding of texts and teaching styles to support a constructivist pedagogy class.

scholarly journals Educação a distância: promovendo a qualidade no ensino / Distance Education: Promoting Quality in Education

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Zanandrea Guerch da Silva ◽  
Ana Claudia Pavao Siluk
Keyword(s):  
Distance Education ◽  
Teacher Training ◽  
Information And Communication Technologies ◽  
Quality Of Education ◽  
Exploratory Research ◽  
Research Subjects ◽  
Learning Space ◽  
Training Course ◽  
Eighth Edition

ABSTRACTTeacher training guided in the use of Information and Communication Technologies, ICTs, through education mode Distance, distance education, has provided a strong alternative as regards the training of teachers and the struggle for quality education, with the expansion of offering various courses in this mode and in the interests of expanding the quality of education. The quality of education is seen as an effective learning space from the set of pedagogical and technical quality policies development (Mec, 2011). To answer this set of pedagogical and political techniques is necessary that teachers are up to date. Considering these issues, this article aims to analyze the quality of education through teacher training course offered at a distance by a Brazilian public university. The methodology used is descriptive exploratory research, a case study, in which the research subjects are the teachers graduates of the eighth edition of the teacher training course for the Educational Service Specialist (ESA). The research instrument was a questionnaire and the analysis of the results are satisfactory, showing that the course presents quality and contributes positively to the training of teachers.RESUMOEste artigo tem o objetivo de analisar a acessibilidade de alguns cursos das principais plataformas de MOOCs (Cursos Abertos Massivos Online, em inglês, Massive Open Online Courses), utilizando programas avaliadores de acessibilidade, por meio de uma pesquisa descritiva exploratória. Foi elencado, em cada plataforma analisada, um curso da área da educação com o intuito de obter um foco de pesquisa. As plataformas analisadas foram escolhidas partindo da pesquisa de Panta (2013) sobre os MOOCs, selecionando aqueles que disponibilizam cursos na área da educação: Coursera, EdX, NovoEd e Veduca. A fim de analisar de forma qualitativa a acessibilidade das plataformas dos respectivos MOOCs, elencaram-se dois validadores de acessibilidade na web, Hera e DaSilva, realizando uma observação sobre os resultados. Posteriormente, analisou-se um dos principais recursos de ensino e aprendizagem das plataformas, as vídeoaulas, quanto à acessibilidade. Considerando os relatórios dos validadores utilizados e também a análise dos dados, foi possível concluir que o recurso vídeoaula disponibilizado nos MOOCs analisados não atendem a todos os parâmetros de acessibilidade. Contato principal: [email protected]

The Secret Agent Society

2018 ◽  
pp. 22-40
Author(s):  
Renae Beaumont ◽  
Sharon Hinton ◽  
Kate Sofronoff
Keyword(s):  
Social Skills ◽  
Teacher Training ◽  
Controlled Trial ◽  
Skills Training ◽  
Training Course ◽  
Social Skills Program ◽  
Grade 5 ◽  
Online Teacher ◽  
Online Teacher Training ◽  
Secret Agent

In recent years, there has been a worldwide commitment to integrating technology into classrooms to train students in the computer skills they will need to be workforce ready. This chapter provides an overview of the Secret Agent Society – Whole of Class Project: a randomized controlled trial of a gaming-based social skills training curriculum that was conducted in Grade 5 classrooms throughout Australia. The chapter explores the content, structure, and delivery format of the social skills program, together with the design and implementation of an online teacher training course to accompany it. Teacher feedback on the online teacher training course is presented, together with recommendations for enhancing the design, implementation, and evaluation of future online professional development courses for school staff.

Assessed by Anonymous

2021 ◽  
pp. 132-151
Author(s):  
Thomas Huston
Keyword(s):  
Data Analysis ◽  
Teacher Training ◽  
Performance Assessment ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teacher Performance ◽  
Performance Assessments ◽  
Teacher Performance Assessment ◽  
Scholarly Discourse ◽  
Thematic Data

This study sought to contribute to the scholarly discourse of understanding how pre-service student teachers experienced evaluation via teacher performance assessments (TPAs). More specifically, this study sought to explore the experiences that pre-service teachers underwent to complete the Educative Teacher Performance Assessment (edTPA). Through extensive interviews and thematic data analysis, this research discerned what the informants' experiences were. Although informants experienced many benefits while completing their portfolios, three primary areas of struggle emerged from the data. First, informants struggled with interpreting and navigating the edTPA assessment handbook. Second, informants had problems adapting edTPA requirements to their teaching. Third, informants experienced problems with their concept of audience. As a result, the findings reported in this study have numerous implications that would prove beneficial to teacher educators, institutions of teacher training, policymakers, designers of assessments, and future and current educators.

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