scholarly journals PATHWAY TO RIGOROUS TEACHER TRAINING AND EFFECTIVE TEACHING FOR BETTER STUDENT OUTCOMES

2019 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Ranbir Singh Malik
Keyword(s):  
Teacher Training ◽  
Effective Teaching ◽  
Student Outcomes ◽  
Pedagogical Practices ◽  
Education Reforms ◽  
Education Systems ◽  
Changing Environment ◽  
Digital Era

Against the backdrop of changing environment and demands inthe digital era, this article proposes a pathway to rigorous teachertraining and effective teaching. To this end the following threeessential subtopics are extensively and intensively discussed:Effective Teacher Training, Profile and Pedagogical Practices ofHigh Performing Education Systems, and Education Reforms inASEAN.

Education reforms within neoliberal paradigms: A comparative look at the Singaporean and Finnish education systems

2020 ◽  
Vol 40 (4) ◽  
pp. 458-471
Author(s):  
Siao See Teng ◽  
Mardiana Abu Bakar ◽  
Heidi Layne
Keyword(s):  
Education Reforms ◽  
Education Systems

scholarly journals (Re) Pensar a formação de Professores pelo caminho da cooperação

2021 ◽  
Vol 14 (2) ◽  
pp. 107
Author(s):  
Jose Wnilson Figueiredo ◽  
Adriana Salete Loss ◽  
Daniela Ghisleni Figueiredo
Keyword(s):  
Teacher Training ◽  
The Other ◽  
Pedagogical Practices ◽  
The Creation ◽  
Opening Up ◽  
Formación Docente

A partir de uma experiência pedagógica, o presente artigo pretende estabelecer uma interlocução a respeito da implantação de uma formação de professores, por meio de uma metodologia de cunho coletivo, ancorada em uma razão solidária, sustentada na cooperação em oposição à hegemonia da razão neoliberal individualista, vigente na atualidade. Para tanto, nos amparamos nas categorias da ética da alteridade e do diálogo como fundamentos para a criação e  recriação de práticas políticas e pedagógicas com vistas à abertura de possíveis caminhos para a constituição de um professor disponível ao outro e ao coletivo (escola e sociedade), bem como do surgimento de uma educação pautada pela cooperação e que, em última instância, contribua para a edificação de uma civilização comunitária. A percepção é que a efetivação do sugerido é essencial para uma formação docente libertária.Palavras-chave: Formação de Professores. Cooperação. Razão Neoliberal.(Re) Thinking about teacher training on the path of cooperationAbstractBased on a pedagogical experience, this article intends to establish an interlocution regarding the implementation of a teacher training, through a collective methodology, anchored in a solidary reason, sustained in cooperation in opposition to the hegemony of the neoliberal individualist reason, currently in force. To this end, we rely on the categories of the ethics of alterity and dialogue as foundations for the creation and re-creation of political and pedagogical practices with a view to opening up possible paths for the constitution of a teacher available to the other and to the collective (school and society), as well as the emergence of an education based on cooperation and ultimately contributing to the building of a community civilization.  The perception is that the implementation of what is suggested is essential for a libertarian teacher training.Keywords: Teacher Training. Cooperation. Neoliberal Reason.(Re)Pensar la formación del profesorado a través del camino de la cooperaciónRESUMENA partir de una experiencia pedagógica, el presente artículo pretende establecer una interlocución acerca de la implantación de una formación de profesores, por medio de una metodología de cuño colectivo, anclada en una razón solidaria, sostenida en la cooperación en oposición a la hegemonía de la razón neoliberal individualista, vigente en la actualidad. Para ello, nos amparamos en las categorías de la ética de la alteridad y del diálogo como fundamentos para la creación y recreación de prácticas políticas y pedagógicas con miradas a la apertura de posibles caminos para la constitución de un profesor disponible al otro y al colectivo (escuela y sociedad), así como del surgimiento de una educación pautada por la cooperación y que, en última instancia, contribuya a la edificación de una civilización comunitaria. La percepción es que la efectividad de lo sugerido es esencial para una formación docente libertaria.Palabras Clave: Formación de Profesores. Cooperación. Razón Neoliberal.

Educational technologies and teacher training: From theory to pedagogical practices

2017 ◽  
Author(s):  
Danielli Veiga Carneiro Sondermann ◽  
Isaura Alcina Martins Nobre ◽  
Jaqueline Maissiat ◽  
Marize Lyra Silva Passos
Keyword(s):  
Teacher Training ◽  
Pedagogical Practices ◽  
Educational Technologies

Instructional Technology and Meaningful Learning

2018 ◽  
pp. 44-67 ◽  
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi
Keyword(s):  
Teacher Training ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Training Programs ◽  
New Technology ◽  
Pedagogical Practices ◽  
Pedagogical Strategies ◽  
Technology In Teaching ◽  
Teacher Training Programs

The use and importance of technology in teaching and learning processes is well established in teacher training programs and teaching literature; however, integration of technology in meaningful ways remains a challenge. For teacher candidates to be able to effectively integrate technology in the classrooms, they need to experience meaningful technology pedagogical practices during teacher training. This chapter synthesizes well-established and relatively new technology pedagogical strategies that could be used with teacher candidates. The aim is to provide a summary of research-based strategies for teacher educators interested in improving technology integration in their teacher training programs.

Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program

2019 ◽  
Vol 11 (3) ◽  
pp. 128-154 ◽  
Author(s):  
Prashant Loyalka ◽  
Anna Popova ◽  
Guirong Li ◽  
Zhaolei Shi
Keyword(s):  
Teacher Training ◽  
Teacher Professional Development ◽  
Student Outcomes ◽  
Large Scale ◽  
Causal Chain ◽  
Randomized Evaluation ◽  
Teacher Professional ◽  
One Year ◽  
To Receive

Despite massive investments in teacher professional development (PD) programs in developing countries, there is little evidence on their effectiveness. We present results of a large-scale, randomized evaluation of a national PD program in China in which teachers were randomized to receive PD; PD plus follow-up; PD plus evaluation of the command of PD content; or no PD. Precise estimates indicate PD and associated interventions failed to improve teacher and student outcomes after one year. A detailed analysis of the causal chain shows teachers find PD content to be overly theoretical, and PD delivery too rote and passive, to be useful. (JEL I21, I28, J24, J45, O15, P36)

Side effects in education: Winners and losers in school voucher programs

2019 ◽  
Vol 100 (5) ◽  
pp. 63-66
Author(s):  
Yong Zhao
Keyword(s):  
Side Effects ◽  
School Choice ◽  
Student Outcomes ◽  
Education Reforms ◽  
Average Effect ◽  
Negative Effects ◽  
Adverse Side Effects ◽  
School Voucher ◽  
Voucher Programs ◽  
Effective Education

Even the most effective education reforms and initiatives are unlikely to have a uniform effect on all students. In fact, much like in medicine, some beneficial efforts can have adverse side effects. Yong Zhao takes up this idea as it applies to school choice and voucher programs. When researchers tout the benefits of vouchers, they focus on the average effect of such programs on participating students. But because some students experience negative effects, Zhao argues that vouchers must not be considered a panacea for improving student outcomes.

Research Report: Effective Teaching

1986 ◽  
Vol 33 (9) ◽  
pp. 19-48
Author(s):  
Marilyn N. Suydam ◽  
Mark Driscoll
Keyword(s):  
Effective Teaching ◽  
Test Scores ◽  
Student Outcomes ◽  
Influential Factors ◽  
Research Report

In any field, one way to plan for a program's excellence is to study those programs that have been recognized for their excellence and to try to isolate the influential factors. During 1983 and 1984, the Northeast Regional Exchange (NEREX) engaged in “A Study of Exemplary Mathematics Programs.” The study, funded by the National Institute of Education, sought to “identify and describe factors and conditions associated with excellence in precollege mathematics.” Excellence was defined by student outcomes—test scores, awards, consistently high course enrollments, and so on.

Intensive Partnerships for Effective Teaching Enhanced How Teachers Are Evaluated But Had Little Effect on Student Outcomes

2019 ◽  
Author(s):  
Brian Stecher ◽  
Deborah Holtzman ◽  
Michael Garet ◽  
Laura Hamilton ◽  
John Engberg ◽  
...  
Keyword(s):  
Effective Teaching ◽  
Student Outcomes

Intensive Partnerships for Effective Teaching Enhanced How Teachers Are Evaluated But Had Little Effect on Student Outcomes

2018 ◽  
Author(s):  
Brian Stecher ◽  
Deborah Holtzman ◽  
Michael Garet ◽  
Laura Hamilton ◽  
John Engberg ◽  
...  
Keyword(s):  
Effective Teaching ◽  
Student Outcomes
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