scholarly journals ANALIZA UMIEJĘTNOŚCI REFLEKSYJNYCH PRZYSZŁYCH NAUCZYCIELI JĘZYKA ANGIELSKIEGO

Neofilolog ◽  
2019 ◽  
Vol 1 (43/1) ◽  
pp. 55-65
Author(s):  
Ewa Czajka
Keyword(s):  
Teacher Training ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Positive Influence ◽  
Reflective Practitioner ◽  
Future Teachers ◽  
Self Evaluation ◽  
The Future ◽  
Training Courses ◽  
Insight Into

The fact that a successful language instructor has to be a reflective practitioner is undeniable. However, observations made during teacher training courses reveal trainees’ reluctance to self-evaluate their conduct and poorly-developed reflective thinking skills. In an attempt to aid the future teachers’ progress in this area, a series of written tasks was introduced during a course. These included: self-evaluation of one’s strengths and weaknesses, pre and post-microteaching reflections. The analysis of these narratives provides an insight into the trainees’ self-evaluation processes and demonstrates a gradual progress in their abilities from descriptive to productive reflective thinking. Thus the results seem to confirm the positive influence of the intervention.

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

MOOCs in Initial Teacher Training

2015 ◽  
pp. 222-249
Author(s):  
Carlos Monge López ◽  
Patricia Gomez Hernández ◽  
David Montalvo Saborido
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
Future Teachers ◽  
Educational Training ◽  
Education Practice ◽  
Teachers Attitudes ◽  
Insight Into

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teaching of Primary Education and Master in Training Teachers of Secondary Education (n=145). The results indicate that a large part of the sample confirm not that they do not know anything about MOOCs. The chapter concludes that universities need to train future teachers in MOOC culture. Keeping the focus on the book section “RIA and education practice of MOOCs”, this chapter provides a valuable research insight into the topic of “educational training design.”

scholarly journals UMA REFLEXÃO CRÍTICA SOBRE O INÍCIO DA FORMAÇÃO DOCENTE EM EDUCAÇÃO FÍSICA

2021 ◽  
Vol 18 (1) ◽  
pp. 114-122
Author(s):  
Anderson dos Santos Carvalho ◽  
Guanis de Barros Vilela Junior ◽  
Pedro Pugliesi Abdalla ◽  
Nandhara Gabriela Ferreira da Silva ◽  
Mariana Pardinho Lacerda ◽  
...  
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Educational Process ◽  
Theory And Practice ◽  
Intellectual Ability ◽  
Future Teachers ◽  
Self Assessment ◽  
Transformative Teaching ◽  
The Future

The purpose of this study was to understand the teaching formation in Physical Education and its different aspects developed during initial training.Method:a bibliographical survey ofbooks andcientificarticles was carried out. For this,thekeywords“Teacher training”, “professionaltraining” and “physical education”, were used exclusively in Portuguese language.The focus of the bibliographic research was the survey of authors who discuss the thematic of teacher education in Physical Education. Results:It was identified that teaching formal higher education aims to ensure the training of teachers to work in the environment social so that they can assist students in developing their intellectual ability. Thus, training in Physical Education has the duty to subsidize theoretical and practical content to future teachers for transformative teaching during the educational process.The focus aspects during initial training are “the relationship between theory and practice "," the role of self-assessment in the teaching construct ","constant update", "beginning and path of teaching","convergence between technical and applied training". Conclusion:It is necessary during teacher training to develop an understanding of the future teachers values, such as feelings, emotions, the desire to overcome insecurity. That is, It is necessary to stimulatecritical reflection on the practice of the future physical education teacher. it is necessary to encourage the teacher to think critically to better develop the educational process.

MOOCs in Initial Teacher Training

2016 ◽  
pp. 702-727
Author(s):  
Carlos Monge López ◽  
Patricia Gómez Hernández ◽  
David Montalvo Saborido
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
Future Teachers ◽  
Educational Training ◽  
Education Practice ◽  
Teachers Attitudes ◽  
Insight Into

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teaching of Primary Education and Master in Training Teachers of Secondary Education (n=145). The results indicate that a large part of the sample confirm not that they do not know anything about MOOCs. The chapter concludes that universities need to train future teachers in MOOC culture. Keeping the focus on the book section “RIA and education practice of MOOCs”, this chapter provides a valuable research insight into the topic of “educational training design.”

O estágio supervisionado e a pedagogia da alternância: caminhos que se cruzam na formação do professor do campo / Internship and the pedagogy of alternation: paths that cross...

2018 ◽  
Vol 8 (1) ◽  
pp. 258
Author(s):  
Elisandra Carneiro de Freitas ◽  
Bruna Cardoso Cruz ◽  
Marilda Shuvartz Shuvartz
Keyword(s):  
Qualitative Research ◽  
Teacher Training ◽  
Critical Reflection ◽  
Future Teachers ◽  
Teaching Knowledge ◽  
The Future ◽  
Reflective Teacher ◽  
Field Schools

O presente trabalho propõe discutir as contribuições do Estágio e da Pedagogia da Alternância para a formação de futuros professores no curso de Licenciatura em Educação do Campo da Universidade Federal de Goiás – Regional Goiás. Em um primeiro momento, procurou-se refletir sobre a Educação do Campo e a Alternância; em seguida, discute-se o Estágio e a formação docente e, ao final, faz-se um recorte para o desenvolvimento do Estágio dentro da proposta de Alternância do curso mencionado. Buscou-se conhecimento de diferentes autores, como Pimenta, Molina, Freire, Arroyo, Silva, dentre outros, e também em diversos documentos, tais como: Projeto Pedagógico do Curso e Regulamento de Estágio do curso estudado, Leis, Pareceres, Decretos, entre outros. Trata-se de pesquisa qualitativa, na modalidade de pesquisa bibliográfica e pesquisa documental. A Alternância no curso é desenvolvida em Tempo Universidade e Tempo Comunidade, de modo em que ambos os tempos e os espaços de formação são contemplados elementos do Estágio. Deste modo, esta articulação favorece a reflexão crítica sobre a realidade das escolas do campo e ressignifica os saberes docentes dos futuros profissionais da educação.Palavras-chave: Estágio; Pedagogia da Alternância; Educação do Campo; Professor do Campo. ABSTRACT: The present work proposes to discuss the contributions of the Stage and the Alternation Pedagogy for the training of future teachers in the course of Licenciatura in Education of the Field of the Federal University of Goiás - Regional Goiás. At first, an attempt was made to reflect on the Education of the Field and Alternation; then the stage and the teacher training are discussed and, at the end, a cut is made for the development of the stage within the proposed Alternation of the mentioned course. It was sought knowledge of different authors, such as Pimenta, Molina, Freire, Arroyo, Silva, among others, and also in several documents, such as: Pedagogical Project of the Course and Regulation of Stage of the studied course, Laws, Sight, Decrees, among others. It is a qualitative research, in the form of bibliographic research and documentary research. The Alternation in the course is developed in Time University and Time Community, so that both times and the spaces of formation are contemplated elements of the Stage. In this way, this articulation favors the critical reflection on the reality of the field schools and re-signifies the teaching knowledge of the future professionals of the education.Keywords: Supervised Stage; Alternation Pedagogy; Countryside education; Reflective Teacher.

scholarly journals Impact of Using Roundhouse Diagram and Discrepancy Strategy to Improve Reflective Thinking Skills to Acquire Scientific Concepts by Primary Third Grade Students in Jordan

2019 ◽  
Vol 13 (5) ◽  
pp. 105
Author(s):  
Tahani Alebous
Keyword(s):  
Reflective Thinking ◽  
Thinking Skills ◽  
Third Grade ◽  
Scientific Concepts ◽  
Third Grade Students ◽  
Training Courses

The study has shown statistically significant effect at the level (α= 0.05), for both discrepancy and roundhouse strategies, in improving the thinking skills and acquiring the scientific concepts. In comparison to the traditional way, roundhouse strategy has surpassed the discrepancy strategy in improving reflective thinking skills and scientific concepts for primary third grade students. Therefore, the study recommended the adoption of discrepancy and roundhouse strategies to teach science and including it in the teachers’ training courses.

scholarly journals FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
pp. 198-202
Author(s):  
Y. STRYZHAK
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Language Teachers ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Pedagogical Orientation ◽  
The Future

The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented. The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training.  The analysis of scientific literature and research on the issues of professional training of future teachers of foreign languages allowed determining the features and essence of their professional and pedagogical orientation. Under the professional and pedagogical orientation of the future foreign language teacher we understand the integral professional quality of the individual, which implies a constant interest in the profession of foreign language teacher, the need for systematic and continuous work on themselves and their own communication skills, desire to constantly communicate with students and teach them foreign language communication. It has been concluded that it is necessary to improve the professional training of future teachers and strengthen the role of teachers in society. One of the important factors in this is the definition of requirements for future teachers, for their professional training, which should be focused on multifaceted future professional activities.

Preschool Teacher Training Technologies for Innovation Activity

2016 ◽  
Vol 5 (2) ◽  
pp. 3-6
Author(s):  
Майер ◽  
Aleksey Mayer
Keyword(s):  
Teacher Training ◽  
Future Teacher ◽  
Innovation Activity ◽  
Preschool Teacher ◽  
Future Teachers ◽  
Management Structure ◽  
Self Development ◽  
The Future

Students’ training technologies for innovation activity are represented from the perspective of competence approach. Directions, stages and algorithm of the future teacher training management are given. The examples of technology realization, which trigger the mechanism of teacher’s self-development, are presented. Program management structure and logic in the process of future teachers training is proved.

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