Need of in Service Teacher Training in Primary Education to Enhance Learning Outcome of Students

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

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Environmental Education for sustainability in initial teacher training in Infant and Primary Education

Environmental Education Research ◽

10.1080/13504622.2016.1269876 ◽

2016 ◽

Vol 24 (3) ◽

pp. 476-477 ◽

Cited By ~ 1

Author(s):

Mercedes Varela-Losada

Keyword(s):

Teacher Training ◽

Environmental Education ◽

Primary Education ◽

Education For Sustainability ◽

Initial Teacher Training

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Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period

Form@re - Open Journal per la formazione in rete ◽

10.36253/form-10247 ◽

2021 ◽

Vol 21 (3) ◽

pp. 150-164

Author(s):

Eugenia Di Barbora ◽

Lucia Bragatto ◽

Lucia Locuoco ◽

Daniela Paci ◽

Maura Tavano

Keyword(s):

Teacher Training ◽

Primary Education ◽

Classroom Environment ◽

Exploratory Study ◽

Virtual Learning Environment ◽

Online Questionnaire ◽

Use Of Technology ◽

Formed Part ◽

The University ◽

The Impact

This exploratory study, conducted during the first Covid-19 lockdown, formed part of the practical module of the Teacher Training in Primary Education course at the University of Udine, and was carried out on a sample of trainees enrolled on the course. The research had the following objectives: to understand the effects of the Covid-19 lockdown on trainees and to reflect on the impact on planning of teaching in a traditional classroom environment or in VLE, Virtual Learning Environment. In order to improve the practical components of the course, observations focused on organizational, methodological and pedagogical aspects. The data, gathered in an online questionnaire, provided a comparison of teacher training delivered in person in the pre-Covid period and in later training online. The data also provided information on the strengths and weaknesses of classroom and distance learning, on the use of technology and on the professional development of teachers in the future. The study found a multitude of issues that will need to be further explored in the post Covid period, including rethinking models and approaches in initial teacher training. Tirocinio di Scienze della Formazione Primaria: uno studio esplorativo nel primo lockdown per Covid. Il presente studio esplorativo è stato promosso, durante il primo lockdown per Covid-19, all’interno del Tirocinio del Corso di Studi in Scienze della Formazione Primaria dell’Università di Udine su un campione di studenti iscritti al tirocinio. La ricerca esplorativa ha avuto come obiettivi: comprendere le ricadute nei tirocinanti conseguenti allo stato di emergenza e riflettere sulla didattica in presenza e a distanza sui piani organizzativo, metodologico e pedagogico per potenziare l’offerta formativa del tirocinio. I dati, desunti da un questionario online, hanno permesso un confronto sul tirocinio in presenza nel periodo pre-Covid e successivamente svolto in DaD. I dati hanno fornito anche risultati su punti di forza e criticità della didattica in presenza e a distanza, sull’uso delle tecnologie e sulla professionalità docente futura. Lo studio ha inoltre rilevato una molteplicità di aspetti che andranno ulteriormente approfonditi per il periodo post Covid-19, tra cui il ripensamento di modelli ed approcci nella formazione iniziale degli insegnanti.

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Primary education teacher training policies of South Korea and Turkish Republic of Northern Cyprus

International Journal of Innovative Research in Education ◽

10.18844/ijire.v0i0.121 ◽

2015 ◽

Vol 1 (2) ◽

pp. 39

Author(s):

Gülsün Atanur Baskan ◽

Erim Atalar

Keyword(s):

Teacher Training ◽

South Korea ◽

Primary Education ◽

Research Data ◽

Primary Teacher ◽

Education Policies ◽

Turkish Republic ◽

Northern Cyprus ◽

Training Policy ◽

Primary Teacher Training

Abstract The aim of this study is to make proposals for the development of Northern Cyprus training teachers in primary education policies applied in the Turkish Republic. In the collection of research data, examining the document method was used.In this context; Among the most successful countries in international exams such as PISA and TIMSS, the structure of the institutions that train teachers for primary education, programs, teachers' selection and appointment process of the teachers were examined in South Korea.The study also examined the teacher training policy in primary education in the Turkish Republic of Northern Cyprus,consequently determine similarities and the differences were presented. Also in the light of the similarities and the differences found in primary teacher training policy applied in South Korea and the Turkish Republic of Northern Cyprus , Turkish Republic of Northern Cyprus has some suggestions.Keywords: Primary education, training policies, teacher.

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International. In-service teacher training as part of the universal primary education world bank project in Bangladesh

Performance + Instruction ◽

10.1002/pfi.4150250409 ◽

1986 ◽

Vol 25 (4) ◽

pp. 17-18

Author(s):

C. K. Basu

Keyword(s):

Teacher Training ◽

Primary Education ◽

World Bank ◽

Universal Primary Education ◽

World Bank Project

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Perceptions of Heritage among Students of Early Childhood and Primary Education

Sustainability ◽

10.3390/su131910636 ◽

2021 ◽

Vol 13 (19) ◽

pp. 10636

Author(s):

José A. López-Fernández ◽

Silvia Medina ◽

Miguel J. López ◽

Roberto García-Morís

Keyword(s):

Early Childhood ◽

Teacher Training ◽

Early Childhood Education ◽

Cultural Heritage ◽

Student Teachers ◽

Primary Education ◽

Childhood Education ◽

Heritage Education ◽

Local Material ◽

Bachelor's Degrees

In recent decades, a growing awareness of the importance of preserving cultural heritage as a means of promoting sustainable development has been accompanied by a similar re-evaluation of the role of heritage education as a key driver of citizen engagement. The development and implementation of heritage education at all levels, particularly in the context of teacher training, is of vital importance. The aim of this study is to analyse student teachers’ understanding of heritage and its potential as an educational tool, in order to identify measures to enhance teacher training and practice with respect to heritage and heritage education. The research design consists of a comparative study of a non-random sample of 149 trainee teachers undertaking Bachelor’s degrees in Early Childhood Education and Primary Education at the University of Córdoba (Spain). The results reveal a mainly cultural conception of heritage among both groups, based on local material elements, and little sense of the link between heritage and present-day life. The students studying early childhood education were found to display a more specific knowledge of heritage in their answers, while the primary education students showed a greater awareness of identity and values as features of cultural heritage.

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Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

English Language Teaching ◽

10.5539/elt.v12n2p17 ◽

2019 ◽

Vol 12 (2) ◽

pp. 17

Author(s):

Otilia Martí ◽

Laura Portolés

Keyword(s):

Teacher Preparation ◽

Teacher Training ◽

The Netherlands ◽

Student Teachers ◽

Primary Education ◽

Teaching Approach ◽

Initial Teacher Training ◽

English Only ◽

Practitioner Perceptions ◽

The Impact

In line with van Kampen et al.’s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit’s (2013) call for investigating teachers’ beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers’ beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. “the English only policy”) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants’ beliefs, implications for CLIL teacher preparation programmes are discussed.

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