scholarly journals Distance education and national teacher training policies: Implementation evidence in a multi-level perspective

2021 ◽  
Vol 29 ◽  
pp. 151
Author(s):  
Breynner Ricardo Oliveira ◽  
Jianne Ines Fialho Coelho ◽  
Ellen Maira de Alcântara Laudares
Keyword(s):  
Distance Education ◽  
Teacher Training ◽  
Decisive Role ◽  
Digital Information ◽  
Five Dimensions ◽  
Brazilian Government ◽  
Team Supervision ◽  
Teacher Training Programs ◽  
Multi Level ◽  
Training Team

The Programa Nacional Escola de Gestores (PNEG) integrated the national teacher training policy and was financed by the Brazilian government. Ended in 2017, was part of a set of programs that elected distance education (DE) as its main strategy. The PNEG was designed to strengthen public school management. Based on graduates and PNEG instructors’ perceptions of this program at one federal university, this article provides evidence on multi-level administrative and educational decision-making processes in distance education. Mixed methods were adopted. Data was collected through a survey applied to 216 graduates and 29 interviews with the PNEG team entailed five dimensions: (i) the training and pedagogical design implemented; (ii) the polyteaching training team; (iii) distance education and the use of digital information and communicational technologies (DICTs); (iv) the resources and infrastructure provided by the local support center; and (v) the interaction between the graduates and the polyteaching team in the PNEG training process. The analyses reveal that, in DE, pedagogical planning, the use of technologies, and the combination of resources that stimulate interaction among the actors play a decisive role in this process. Team supervision is another mandatory aspect. Mediated by technologies, DE teacher training programs funded by the federal government have redesigned curricular trajectories, tried out different pedagogical strategies, and proposed new skills to students and trainers.  

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

scholarly journals Associations between Practitioner Personality and Client Quit Rates in Smoking Cessation Behavioural Support Interventions

2017 ◽  
Vol 13 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Heather L. Gainforth ◽  
Sarita Y. Aujla ◽  
Emma Beard ◽  
Emma Croghan ◽  
Robert West
Keyword(s):  
Smoking Cessation ◽  
Outcome Measure ◽  
Success Rates ◽  
Specific Training ◽  
Five Dimensions ◽  
Quit Smoking ◽  
Stop Smoking ◽  
Random Intercept ◽  
Stop Smoking Services ◽  
Multi Level

Introduction:There is wide variation in the success rates of practitioners employed to help smokers to stop, even once a range of potential confounding factors has been taken into account.Aim:This paper examined whether personality characteristics of practitioners might play a role success rates.Methods:Data from 1,958 stop-smoking treatment episodes in two stop-smoking services (SSS) involving 19 stop-smoking practitioners were used in the analysis. The outcome measure was clients’ biochemically verified quit status 4 weeks after the target quit date. The five dimensions of personality, as assessed by the Ten-Item Personality Inventory, were included as predictor variables: openness, conscientiousness, agreeableness, extraversion, and neuroticism. A range of client and other practitioner characteristics were used as covariates. A sensitivity analysis was conducted to determine if managers' ratings of practitioner personality were also associated with clients’ quit status.Results:Multi-level random intercept models indicated that clients of practitioners with a higher extraversion score had greater odds of being abstinent at four weeks (self-assessed: OR = 1.10, 95% CI = 1.01–1.19; manager-assessed: OR = 1.32, 95% CI = 1.21–1.44).Conclusions:More extraverted stop smoking practitioners appear to have greater success in advising their clients to quit smoking. Findings need to be confirmed in larger practitioner populations, other SSS, and in different smoking cessation contexts. If confirmed, specific training may be needed to assist more introverted stop smoking practitioners.

scholarly journals Százötven év távlatából: A reáliskolai tanárképző műegyetemi működése (1870 -1873)

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Zoltán Sturcz
Keyword(s):  
Teacher Training ◽  
Decisive Role ◽  
Historical Period ◽  
Training Institution ◽  
Exact Science ◽  
University Of Technology ◽  
Technical University ◽  
Teacher Training Institution ◽  
The University ◽  
Training Institute

Az 1860-as években a műegyetem tanári karában többször megfogalmazódott, hogy a reáliskolai képzés színvonalát emelni kell. Ennek módját egy reáliskolai tanárképezde felállításában látták. A kezdeményezés kölcsönösen összetalálkozott az Eötvös-féle tanárképzési tervezetekkel, így 1870-ben nemcsak a pesti egyetemen, hanem a műegyetemen is létrejött a tanárképző intézet. A reáliskolai tanárképezde megszervezésében Stoczek Józsefnek – az intézmény akkori vezetőjének – volt meghatározó szerepe, aki a képezdébe a műegyetemi tanári kar legjobb és legsokoldalúbb erőit vonta be, maga pedig az igazgatást is felvállalta. Stoczek az oktatókat részben polihisztori mivoltuk, részben a műszaki és humán műveltség iránti mély elkötelezettségük, továbbá közéleti szerepük miatt választott be a tanári karba. A műegyetemi levéltári dokumentumok alapján egyértelmű, hogy ennek az intézetnek a működését a magyar értelmiségképzés szempontjából kiemelt és küldetéses feladatnak tekintette a műegyetem. Az alapgondolat szerint egyrészt szakmailag igényes és pedagógiailag kiművelt reáliskolai tanárokat képeznének ki; másrészt az általuk jól felkészített reáliskolai növendékek minőségi és mennyiségi változást hozhatnának a műegyetemre felvételizők körében. Az 1780 és 1873 között működő műegyetemi reáliskolai tanárképezde a szakmai tanárképzésünk alapvető történeti szakaszának tekinthető. 1783 őszén Trefort Ágoston szervezetileg összevonta a két tanárképzőt egy intézetbe. A tapasztalatok egy része beolvadhatott az új közös intézetbe. A rövid ideig tartó műegyetemi működés ellenére – a szervezettség, az igényesség, a sokoldalúság okán – a tanárképző intézet szellemiségének további és jelentős kisugárzása volt a műegyetem munkájának egészére nézve, illetve a helyi pedagógiai szakmai vonulat megszületésére. ’At the distance of 150 years: teachers’ training institution of exact sciences operating at the University of Technology (1870 -1873)In the 1860s, the staff of the technical university worded several times that the quality of education at schools specialized in exact science should be improved. To achieve this, they believed a training institution for teachers of technical schools should be established. This idea met the plans of Eötvös’s teacher training plans, so in 1870 a teacher training institution was established not only at the university of Pest but the university of technology, as well. József Stoczek, the current director of the institution, had a decisive role in organizing the training institute for teachers of exact sciences; he involved the best and versatile members of the staff of the technical university, and undertook leadership himself. Stoczek selected the professors partly because of their generalist nature and engagement for exact and social disciplines, partly because of their role played in public life. According to the documents of the archives of the technical university, it is clear the university took the operation of this institute as a highlighted and mission-like task in terms of educating Hungarian intellectuals. The basic idea was that technical school teachers possessing high quality professional and pedagogical knowledge would be trained on one hand and the pupils prepared by these teachers could bring a qualitative and quantitative change in the group of university applicants.  The teacher training institute having operated at the university of technology between 1870 and 1873 can be considered a basic historical period of our vocational teacher training. In the autumn of 1883, Ágoston Trefort merged the two teacher training institutions into a new one. Despite the short time of operation at the technical university, the teacher training institution, owing to its being well-organized, high-standard and versatile, had further and significant impacts on the work of the whole university as well as the birth of the local pedagogical thread.   

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]

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