scholarly journals Pengembangan program pendidikan guru pendidikan teknologi dan kejuruan trans-nasional

2011 ◽  
Vol 1 (1) ◽  
pp. 91
Author(s):  
Dadang Hidayat Martawijaya
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
Professional Competence ◽  
Personal Characteristics ◽  
Teacher Qualification ◽  
Global Dynamic ◽  
Vocational Teacher ◽  
National Perspective ◽  
Global Arena ◽  
Develop Program

DEVELOPMENT OF EDUCATIONAL TEACHER EDUCATION TECHNOLOGY AND TRANS-NATIONAL VOCATIONAL EDUCATION PROGRAMRapid changes of science within a global dynamic changes requires adaptable educational program. Vocational Education Institutions neeD to develop program to enable students being competence. Trans-national perspective in preparing vocational teacher has been developed to solve share problems that are facing based on the PP.19/2005 initiating that teacher qualification is D-JV or 8-1. In addition, they have to qualify in pedagogical competent, personal characteristics, social and professional competence. Trans-national teacher education class consists of students who come from different places in Indonesia. The students are customized to have nationalism and have ability to compete in a global arena.

scholarly journals Editorial: Perspectives on teachers’ transdisciplinary professional competence

2020 ◽  
Vol 4 (3-4) ◽  
pp. 1-8
Author(s):  
Bjørn Smestad ◽  
Monica Johannesen ◽  
Hanne Christensen
Keyword(s):  
Teacher Education ◽  
Research And Development ◽  
21St Century ◽  
Professional Competence ◽  
Digital Competence ◽  
Teacher Qualification ◽  
Teacher Competences ◽  
Core Concepts ◽  
Diversity Competence

What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence. 

The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality

2008 ◽  
Vol 7 (4) ◽  
pp. 535-547 ◽  
Author(s):  
Philipp Grollmann
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
Institutional Environment ◽  
Vocational Education And Training ◽  
Teaching Staff ◽  
Vocational Teachers ◽  
Or Practice ◽  
Vocational Teacher ◽  
And Performance

What are quality vocational teachers? This article analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The international variety of vocational teacher education patterns, profiles and recruitment practices is presented. Any assessment of the quality of teachers' work, be it in theory or practice, needs to be considered against the background of the institutional environment in which they practise. Hence, some common trends of institutional change within vocational education are introduced. Most particularly here, the author focuses on the professional reality of vocational teachers as made manifest in the conjoined elements of the knowledge of teachers and professional cultures. In doing so, the author draws on some empirical exemplars. The author shows how closely teacher education and the institutional contexts are entwined in the minds of teachers as well as in professional cultures. Finally, some conclusions are drawn as to what this implies for high-quality vocational teacher education and recruitment.

Changes in the Teacher Training and Qualification in Bulgaria

2019 ◽  
Vol 7 (3) ◽  
pp. 3-23
Author(s):  
Viara Gyurova
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
20Th Century ◽  
Future Development ◽  
Training System ◽  
Development System ◽  
The Past ◽  
Teacher Qualification

Since the beginning of the last decade of the past 20th century, Bulgaria has entered a new, complex stage of its development, with many reforms. Education and teacher training reforms are influenced by the global and European trends, as well as by the national changes (political, economical, social, and technological). The author analyses the main characteristics of the changed teacher training system and teacher qualification and development system. Some of the challenges and directions of the transformation and future development of the teacher education and qualification in Bulgaria are discussed.

scholarly journals Mathematics teacher learning to notice: a systematic review of studies of video-based programs

ZDM ◽  
2021 ◽  
Author(s):  
Rossella Santagata ◽  
Johannes König ◽  
Thorsten Scheiner ◽  
Ha Nguyen ◽  
Ann-Kristin Adleff ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Mathematics Teacher ◽  
Professional Competence ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Fundamental Aspect ◽  
Teacher Noticing ◽  
Theoretical Perspectives ◽  
Supporting Tool

AbstractTeacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

scholarly journals Mirar como maestros para el desarrollo de la comprensión lectora. Blogs educativos para la competencia profesional en futuros docentes

2016 ◽  
pp. 58-75
Author(s):  
José Rovira-Collado
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
Professional Competence ◽  
The Internet ◽  
Reading Competence ◽  
Literary Education ◽  
Language And Literature ◽  
Principal Aspect ◽  
Educational Thinking ◽  
Teaching Situations

Within the different lessons that develop in the courses of Primary Education and Master of Teacher Education, a principal aspect is the professional competence and teacher’s noticing (Mason, 2002). Through this, the students, as future teachers, begins to interpret the teaching situations and reflects on how learning to learners in the different classrooms and subjects occurs.One of several proposals for improving this educational look passes through the new possibilities of the Internet. In this paper we analyze some teacher’s blogs as a platform for the development of this "teacher’s noticing" and reading competence. We start from general examples of educational thinking and educational action blogs (Balagué and Zayas, 2007) to focus on teaching of language and literature and children's literature, spaces of academic reflection on literary education, reading comprehension and e-literacy.After analysis of twenty-five models we conclude that all these spaces allow us to develop the professional noticing of students to teachers of different educational stages. Reading comprehension of the content contained in these blogs allows students to demonstrate the development of the noticing.

scholarly journals РЕЗУЛЬТАТИ ПЕДАГОГІЧНОГО ЕКСПЕРИМЕНТУ З ФОРМУВАННЯ ІНФОРМАЦІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ПЕДАГОГА ПРОФЕСІЙНОГО НАВЧАННЯ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

World Science ◽  
2019 ◽  
Vol 2 (12(52)) ◽  
pp. 4-9
Author(s):  
Данилишина Катерина ◽  
Гордійчук Галина
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
Information And Communication Technologies ◽  
Vocational Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Educational Process ◽  
Information And Communication ◽  
Vocational Teacher

Training teachers is an important task of modern pedagogy and requires new approaches to the organization of the educational process. The use of information and communication technologies for the purpose of forming the information competence of the future vocational teacher is an important element of the formation of his professional competence. The article describes the stages of conducting a pedagogical experiment to develop the information competence of a future teacher of vocational training in domestic higher education institutions. The organization and methodology of the experimental study are described in detail, its results are given, the methods of diagnostics are described and so on.

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