Viewpoints to ICT Practices and Hindrances from in Tanzanian Secondary Schools and Teacher Training Colleges: Focus on Classroom Teachers

Author(s):  
Olivier Ufitese Muhoza ◽  
Matti Tedre ◽  
Naghmeh Aghaee ◽  
Henrik Hansson
2019 ◽  
Author(s):  
G Cordero Arroyo ◽  
NL Carrillo Chávez ◽  
M López-Ornelas ◽  
AG Zepeda Fuentes

2017 ◽  
Vol 52 (4) ◽  
pp. 546-557 ◽  
Author(s):  
Miri Yemini ◽  
Julie Hermoni ◽  
Vered Holzmann ◽  
Liron Shokty ◽  
Wurud Jayusi ◽  
...  

Author(s):  
Martina Benvenuti ◽  
Laura Freina ◽  
Augusto Chioccariello ◽  
Sabrina Panesi

In Spring 2020, the COVID-19 health emergency caused all Italian schools to close from March to the end of the school year. An intervention was organized with the aim of offering primary and lower secondary teachers the possibility to organize remote coding activities with their students. Nine workshops were held to introduce teachers to the Scratch online programming environment, and then a coding day was organized involving students from the last year of primary and lower secondary schools. The chosen activities proved to be motivating to the students, favoring social interactions and participation, and increasing their interest in coding. Teachers were positively impressed by the ease with which their students managed programming in Scratch, but some of them felt that they did not master programming well enough to autonomously support class activities. A longer teacher training period is needed.


Author(s):  
Larraine Nicholas

Dancer, choreographer, and teacher Leslie Burrowes was the first British recipient of the full certification of Mary Wigman’s Dresden School, which licenced her to teach Wigman’s modern dance technique to amateurs and professionals. Before beginning her training with Wigman in 1930, Burrowes had studied and performed with Margaret Morris, whose "free dance" method belonged to the Hellenic and Duncanesque nonballetic dance techniques of early twentieth-century Britain. Burrowes rejected her original dance training in favor of Wigman’s expressionism, returning to London in 1931 to proselytize on its behalf and to serve as Wigman’s official British representative. Burrowes’ attempts to establish Wigman’s dance in Britain were largely unsuccessful, caught in the squeeze between the better-established ballet and Hellenic dance. However, she is an important figure in the development of modern dance in Britain, providing a thorough aesthetic education to some of the teachers and lecturers who, from the 1940s, were instrumental in establishing Laban-based modern dance in British teacher training colleges and schools.


1981 ◽  
Vol 5 (1) ◽  
pp. 15-16
Author(s):  
Diane L. Bowyer ◽  
E. Constable

AbstractThe present study investigated the sources of referral of young children placed in Junior Special Classes. It was found that more than half of the children were referred by kindergarten or classroom teachers. These results were discussed in the light of (i) overseas findings; (ii) the need for special education content in teacher training courses; and, (iii) providing practising teachers with a checklist for ascertaining which children require detailed assessment.


2020 ◽  
Vol 37 (2) ◽  
pp. 107-114 ◽  
Author(s):  
Alison Daubney ◽  
Martin Fautley

AbstractThis article, written at the time it was taking place, discusses the effects that the COVID-19 pandemic is having on music education in schools, focusing on the UK. It discusses how schools and teachers have had to make a sudden shift to a largely on-line modality, and the effects of these on teaching and learning in music. It asks questions of curriculum and assessment, especially with regard to the fact that classroom teachers in England are having to use their professional judgment to provide grades for external examinations, where hitherto these would have come from examination boards. It questions the ways in which teachers have been inadequately prepared and supported for this, by years of neoliberal undermining of confidence. It goes on to question accountability, and teacher training, raising issues which, at the time of writing, are of significant concern or music education.


1993 ◽  
Vol 41 (1) ◽  
pp. 85
Author(s):  
David H. Hargreaves ◽  
Rowie Shaw

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