scholarly journals Metacognitive Regulation and Attention to Body Signals Strategies to Prevent Academic Exhaustion

2022 ◽  
Author(s):  
Camelia Nadia Bran ◽  
◽  
Editha Margareta Coşarbă ◽  
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Monitoring And Evaluation ◽  
The Body ◽  
Negative Effects ◽  
Academic Tasks ◽  
Face To Face ◽  
Evaluation Strategies ◽  
Teacher Training Programs ◽  
The University

In contemporary society, higher education students are confronted more and more with an avalanche of paradigms, models, theories, wider or narrower subject specializations, online learning, face-to-face activities, blended learning, knowledge assessment, competencies assessments, etc. A possible solution for preventing the negative effects of this academic burden is to develop students’ metacognitive competencies. We have developed a study on 133 participants, students in initial or continuous teacher training programs, whose aim was to the level of interrelations between academic exhaustion and the constant usage of regulation strategies and care for the body. A three-section questionnaire was applied using Google form. To test the hypothesis, we have conducted multiple comparisons between and within groups. The descriptive statistics show that the students enrolled in teacher training programs at „Aurel Vlaicu” the University of Arad declared themselves as constantly practicing reflection, planning, monitoring, and evaluation strategies when solving their academic tasks.

scholarly journals BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS

2017 ◽  
Vol 62 (6) ◽  
pp. 216 ◽  
Author(s):  
Marian F. Byrka
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Additional Data ◽  
Learning Strategy ◽  
Training Programs ◽  
Face To Face ◽  
Online Technology ◽  
Teacher Training Programs ◽  
Training Courses ◽  
Regional Institute

The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences) between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

scholarly journals Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

2020 ◽  
Vol 10 (4) ◽  
pp. 105 ◽  
Author(s):  
Lina Higueras-Rodríguez ◽  
Marta Medina-García ◽  
Enriqueta Molina-Ruiz
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Descriptive Analysis ◽  
Ministry Of Education ◽  
University Environment ◽  
Primary Teaching ◽  
Teacher Training Programs ◽  
Training Resources ◽  
The University ◽  
And Training

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.

scholarly journals Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers

2021 ◽  
Vol 11 (2) ◽  
pp. 115
Author(s):  
Phuong Thi Le ◽  
Hien Thu Thi Pham
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Blended Learning ◽  
Quantitative Research ◽  
Training Programs ◽  
Learning Approach ◽  
Face To Face ◽  
Teacher Training Programs ◽  
Face To Face Learning ◽  
Teachers Perspectives

Blended learning (the combination of face-to-face and online learning) has become increasingly favored in teacher education. This learning approach has been identified as an effective method of providing opportunities for pre-service teachers to work in both online and face-to-face environments. This paper employed a quantitative research design to explore the pre-service teachers’ perspectives regarding the use of blended learning in their training programs. This study surveyed 624 pre-service teachers in different fields at multiple universities with teacher training programs in Vietnam. The results revealed that pre-service teachers favored the blended learning method. In addition, teachers engaging in the blended learning approach used teaching methods and technologies appropriately. The study also investigated the relationship between online and face-to-face learning implemented in the blended learning approach. Compared to face-to-face or online learning alone, blended learning was observed to be more effective. In conclusion, Vietnamese pre-service teachers reacted positively and preferred the use of blended learning in their training programs.   Received: 13 November 2020 / Accepted: 19 January 2021 / Published: 5 March 2021

scholarly journals Reconsidering Language Assessment Courses in Teacher Training Programs During and After the COVID-19 Pandemic

2021 ◽  
Vol 45 (3) ◽  
pp. 45-55
Author(s):  
Ferit Kılıçkaya
Keyword(s):  
Teacher Training ◽  
Online Teaching ◽  
Training Programs ◽  
Teaching Experience ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Structured Interviews ◽  
Face To Face ◽  
Teacher Training Programs

Assessing learners’ performance is crucial as it informs about learners’ achievement levels in addition to their strengths and weaknesses, not only in face-to-face but also in online teaching. The study aimed at investigating the challenges faced by language teachers in assessing learners during online teaching and to offer some suggestions regarding language assessment courses in teacher training programs. The study adopted a qualitative approach to data collection and analysis. The participants included 22 language teachers whose age was between 24 to 48. Of these teachers, 8 were male, while the rest were female. Their teaching experience varied from 2 to 25 years, with an average of 11.8 years. The data was based on the responses of the participants during semi-structured interviews. The participants were asked to attend ZOOM meetings to be held, considering their availability. The interviews lasted 10 to 25 minutes. The results of the study indicated that the challenges faced by the participants included five major themes: Assessment type, assessment item formats, support, previous training (assessment literacy), and academic integrity. Several suggestions were offered considering online testing and assessment literacy and language assessment courses in teacher training programs.

Tanzanian experience of In-service Teacher Training in Astronomy through the NASE program

2019 ◽  
Vol 15 (S367) ◽  
pp. 368-370
Author(s):  
Noorali T. Jiwaji
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Training Programs ◽  
Specific Training ◽  
Group Program ◽  
Face To Face ◽  
Hands On ◽  
Teacher Training Programs ◽  
Service Training ◽  
And Mathematics

AbstractWe provide our first experience of Astronomy training as an in-service training of teachers of Science in Primary schools, and teachers of Geography, Physics and Mathematics in Secondary Schools necessitated due to lack of Astronomy specific training in their teacher training programs. The hands-on training was conducted in collaboration with the IAU Commission 46 Working Group program of Network of Astronomy Schools Education (NASE). Experiences from both face to face and virtual sessions conducted during the Covid19 period and in preparation of a major African solar eclipse, are discussed.

scholarly journals Evaluation of 2018 initial teacher training programs

2019 ◽  
Vol 9 (2) ◽  
pp. 263-300
Author(s):  
Özgür Ulubey ◽  
Semra TİCAN BAŞARAN
Keyword(s):  
Teacher Training ◽  
Curriculum Development ◽  
Training Programs ◽  
Structured Interview ◽  
Faculty Members ◽  
Face To Face ◽  
Initial Teacher Training ◽  
Teacher Training Programs ◽  
Qualified Teacher ◽  
Faculty Of Education

The aim of this study is to evaluate the initial teacher training programs updated in 2018 in Turkey. In the study, the basic interpretive research design was used. Participants of the study were 32 faculty members from different programs in a faculty of education of a university in the western part of Turkey. Data were collected via face to face interviews using semi-structured interview form. Findings of the study generally revealed that 2018 initial teacher training programs were not prepared in line with curriculum development principles. The faculty members think that the changes in the programs cannot meet the needs of qualified teacher training. They recommended updating the teacher training programs in line with the curriculum development principles, increasing the weekly course hours, adding the implementation hours in the courses and adding the school experience course back to the programs.

scholarly journals Una mirada desde los estudiantes de pedagogía al proceso de formación práctica: el caso del modelo del año 2000 de la Universidad Católica Silva Henríquez

2015 ◽  
pp. 65
Author(s):  
Hernán Cofré ◽  
Claudia Vergara ◽  
María Inés Noguera ◽  
Alejandra Silva
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Methodological Approach ◽  
Senior Year ◽  
Palabras Clave ◽  
Teacher Training Programs ◽  
Teaching Programs ◽  
The University

ResumenEl presente trabajo resume los hallazgos más importantes de la investigación realizada sobre la opinión de los alumnos acerca del modelo de formación práctica en carreras de pedagogía de la Universidad Católica Silva Henríquez. El estudio, realizado entre los meses de septiembre de 2007 y julio 2008, se propuso identificar las características de los estudiantes en práctica profesional de ocho carreras de formación pedagógica. Para el logro de este propósito, se utilizó un enfoque metodológico cuantitativo, lo que incluyó la aplicación de un cuestionario con preguntas en escala likert a estudiantes que estuvieran en su último año de estudios. Los resultados muestran que los alumnos en práctica critican el desempeño de sus supervisores y de la propia universidad..Palabras Clave: Estudiante de pedagogía, práctica profesional, programa de formación, escuelas A view from pedagogy students regardingthe process of practicum formation: thecase of the 2000 model of UniversidadCatólica Silva HenríquezAbstractThis paper summarizes the most important findings of the research on students’ opinion aboutthe model of practicum training for the programs at the Universidad Católica Silva Henríquez. The study, held between September 2007 and July 2008, set out to identify the characteristics ofstudents in the practicum, in eight out of the 12 teacher training programs. To achieve this purpose,the authors used a quantitative methodological approach, which included implementation of a Likertscale questionnaire to students who were in their senior year. The results showed that students inpracticum criticize the performance of supervisors and the university itself.Keywords: Students, Practicum Formation, Teaching programs, Schools

scholarly journals El vortex de programas online en la formación de profesores en Colombia

2018 ◽  
Vol 26 ◽  
pp. 114 ◽  
Author(s):  
Pedro Pineda ◽  
Jorge Celis
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Human Interaction ◽  
The Internet ◽  
Student Survey ◽  
Online Programs ◽  
Face To Face ◽  
Work Volume ◽  
Teacher Training Programs ◽  
History Of

The replacement of direct human interaction by the computer connected to the internet is one of the most radical reforms in the history of education. In the first part, we show chronologically how–unlike correspondence, radio and television–the internet is the only technology that has sought to replace human interaction in teacher education training in Colombia. By consulting databases, we describe the institutionalization of online programs in terms of a maelstrom with problems and tensions that occur while growing exponentially to represent 18.3% and 33.8% of the offer in higher education and educational sciences in Colombia. In a second part, we compared the experience of 1,206 teachers who study postgraduate teacher training programs in Bogotá in both online and face-to-face modes through a student survey and a writing test. The results indicate lower weighted performances in the theoretical content and work volume among those who study their programs in the online modality, as well as a lower but statistically non-significant mean in teachers enrolled in online programs. The history and problems encountered in the importation of curricular models entirely based on the internet warrants being studied empirically in the teacher training programs to determine their educational effects.

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.

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