EFFECTIVE SKILL TRAINING IN TEACHEREDUCATION: NEED OF THE HOUR

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
P. Paul Devanesan
Keyword(s):  
Teacher Education ◽  
Skill Training ◽  
Education Programme ◽  
Teaching Profession ◽  
Main Role ◽  
Professional Activities ◽  
Knowledge Based ◽  
Future Society ◽  
Important Field

Teaching is a profession and teacher are called professionals. The main role of Teaching Profession is to promote and strengthen Education which leads to qualitative expansion in the field of Education and particularly Teacher Education is an important field in which efficient Teacher and skillful teachers shape our future society. This field also preparing teachers to get professional competency and therefore Teacher Training is not a mere Training. It is actually the acquisition of knowledge based skills and abilities which assist teachers to discharge their professional activities and responsibilities in an effective and efficient way. Otherwise it will not reshape the attitude, habit and personality of the Teacher. Unless Teachers have necessary skills, he cannot perform his profession with absolute satisfaction. Therefore varieties of skills must be developed among Teachers through systematic implementation in New Curriculum to modernize teacher Education programme.

scholarly journals PERAN PERGURUAN TINGGI DALAM MENGHADAPI MASYARAKAT EKONOMI ASEAN

2016 ◽  
Vol 1 (01) ◽  
pp. 51
Author(s):  
Nor Aishah Buang
Keyword(s):  
Labor Market ◽  
High Education ◽  
Skilled Labor ◽  
Main Role ◽  
Knowledge Based ◽  
Job Opportunity ◽  
Important Field ◽  
Asean Countries ◽  
Market Requirement

Education is one of important field in changing someone life status and produce the economic country. In globalization era, the deep and comprehensive researches especially in developmental of high education are required for education transformation toward economy-knowledge based. The investment in education sector and expand the skilled job opportunity become the prior policy in ASEAN countries to develop economic site. Collage institution has the main role not only in creating societies who have high education but also the skilled societies who can fulfill the labor market requirement. The aim of this research is to investigate the role of collage institution in facing ASEAN Economic Society (MEA) through the harmonization between education and economic society prosperity. MEA covered the skilled labor market consist of 10 countries in each country has different education system based on their economic, social, culture, and political. The explanation found that the lack of standard systems for entire ASEAN countries develop the big challenge faced by MEA to penetrate the market of skilled labor in Southeast Asia.

Pre-Service Secondary Teacher Education Programme: Some Concerns of Sustainability

2021 ◽  
pp. 29-37
Author(s):  
Indrajeet Dutta
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Secondary Teacher ◽  
Community Based ◽  
Teacher Education Programme ◽  
Teaching Pedagogy ◽  
Secondary Teacher Education ◽  
Do So

With the onset of a new academic session, teacher education programmes across the county will be in a new avatar. The revamping of a teacher education programme has been on the cards for several years but stiff resistance from different quarters of the educational community made it impossible to do so. The revised secondary teacher education programme is new in several counts. Firstly, curricular areas have been made more contextual, class, student and community based. Secondly, teaching pedagogy has been made more child centred, experiential and reflective. Thirdly, internship model has been introduced giving more thrust on acquisition of skills and competencies in actual classroom and real settings rather than artificial settings. But, the reform has brought several challenges in its realm which teacher education programmes and institutes have to face. The present paper deals with the new challenges like demand for teacher education programmes, the role of private teacher education institutes and their increasing focus on commercialization, demand for teacher educators and whether the new system is pro-rich or pro-poor student etc.

scholarly journals Teacher Education and Development in Africa: A Modern Perspective

2020 ◽  
Vol 3 (1) ◽  
pp. 107
Author(s):  
Peter Wekesa Wamalwa ◽  
Edwin Nyongesa Masibo
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
New Developments ◽  
Teacher Education Programme ◽  
Emerging Issues ◽  
Education And Development ◽  
Education And Society ◽  
The Relationship

Teacher education programme is a critical component of education and the life of any society. It normally lays the very foundations of the society. It spurs and pushes the various aspects of development in the society through well-established culture and character of such a society. But for this programme of education to perform this development function efficiently it must be well designed, developed and constantly reformed and modernized so as to keep it abreast with the emerging issues both in education and society. This process is only possible through the conduct of regular studies in education and society to establish new developments and also facilitate the generation of relevant innovations to promote the quality of Teacher education programme. However, there is no evidence that such a process has ever been initiated and conducted in Teacher education programme since the inception of this programme in modern Africa. This paper is designed to explore the importance of Teacher education programme in modern Africa, the relationship between Teacher education programme and development in modern Africa, the roe of this programme in modern Africa, strategies of harnessing the programme for development in modern Africa and the challenges of the programme in modern Africa. This narrative is likely to shade light on the need of Teacher education programme in development in modern Africa and the role of innovative research in this process. Hence, set in motion the desired development in modern Africa.

scholarly journals Lärarna och lämpligheten

2018 ◽  
Vol 23 (5) ◽  
pp. 244-267
Author(s):  
Per Gerrevall
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Professional Practice ◽  
Research Group ◽  
Teaching Profession ◽  
School Level ◽  
Teacher Competence ◽  
Relational Competence ◽  
The Core ◽  
Important Field

Education of teachers and teacher competence has been an important field since the establishment of Pedagogy as science. This article relates to research concerning teacher competence and conditions for admission to teacher education. The purpose is to identify what is characterized as ineligible in connection with admission to teacher education, in assessing becoming teachers’ pedagogical actions, and in professional teachers’ vocational practice. Within a research group at Linnaeus University, we have in two projects studied the gatekeeping function to the teaching profession. The core of the projects consists of the assessment of eligibility that takes place before and during teacher training as well as during teachers’ professional practice. On admission to teacher education, it is mainly on communicative and relational grounds that an applicant may be deemed ineligible to become a teacher. In teacher education a didactical dimension is added as well as an analytical and reflective dimension, which means being able to reflect critically over practice on a scientific ground, or on ethical grounds. In teachers’ professional practice, shortcomings in communicative and relational competence as well as actions that contradict ethical grounds constitute predominant reasons for being considered ineligible. Shortcomings in educational skills are generally handled at school level.

scholarly journals Det produktive praksissjokket: Nyutdannede læreres fortellinger om lærer-elev-forholdet i overgangen fra lærerutdanning til lærerarbeid

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Irina Ivashenko Amdal ◽  
Ilmi Willbergh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Novice Teachers ◽  
Narrative Analysis ◽  
Education Programme ◽  
Teaching Profession ◽  
Structured Interviews ◽  
Teacher Education Programme ◽  
Considerable Impact ◽  
Transition Into Teaching

Overgangen fra lærerutdanning til lærerarbeid omtales i forskningen både som utfordrende og som en mulighet for profesjonell utvikling. Denne studien undersøker hvordan nyutdannede læreres overgang fra utdanning til arbeid kan forstås som en danningsprosess. Studien baserer seg på ti semistrukturerte intervjuer med fem deltakere (ett i siste semester på grunnskolelærerutdanningen og ett etter de første tre månedene i arbeid). Studien benytter narrativ og tematisk analyse, og bygger på et hermeneutisk danningsteoretisk perspektiv. Sett fra et slikt perspektiv er overgangen en prosess preget av utvikling og horisontutvidelse der forandringen finner sted etter at de nyutdannede har kommet ut i jobb. Vi finner at de nyutdannedes forståelseshorisont etter tre måneder i arbeid er preget av deres tidligere forståelser. Det å begynne å jobbe utløser en opplevelse av at de forventningene man hadde, ikke innfris. Videre finner vi at det at den nyutdannede går fra å være den som lærer, til å bli den som har ansvar for andres læring og danning, har stor betydning for oppfattelsen av lærer-elev-forholdet. Sett fra denne artikkelens perspektiv kan overgangen fra utdanning til arbeidsliv forstås som en potensielt smertefull danningsprosess som initierer de nyutdannedes profesjonelle utvikling. Nøkkelord: nye læreres utvikling, lærer-elev-forhold, danning, narrativ analyse, lærerutdanning   The productive transition into teaching: Novice teachers’ narratives of the teacher-pupil relationship Abstract The transition from teacher education to the teaching profession is challenging, but also an opportunity for professional development. The present study investigates novice teachers’ transition into teaching from the perspective of Bildung. Ten semi-structured interviews were conducted with five participants twice: the last semester in the teacher education programme, and after three months in practice. The interviews were analysed by using thematic and narrative analysis, as well as a hermeneutic and Bildung-centred perspective. Seen from this perspective, the transition is a process characterised by development and broadening of horizon of understanding, where the change occurs after starting work. We find that the novice teachers’ horizons after three months of work are influenced by their previous horizons. Also, we find that the shift from being a learner to becoming responsible for other people’s learning, has a considerable impact on the novice teachers’ understanding of the teacher-pupil relationship. This article argues that the transition from teacher education to working in schools, is a potentially painful process of Bildung that initiates professional development for novice teachers. Keywords: novice teachers’ development, teacher-pupil relationship, Bildung, narrative analysis, teacher education

scholarly journals Transformation of gender characteristics women teachers in the process of professional activities

2020 ◽  
Vol 87 ◽  
pp. 00067
Author(s):  
R.R. Khalfina ◽  
I.R. Khokh ◽  
O.N. Khakhlova
Keyword(s):  
Women Educators ◽  
Teaching Experience ◽  
Teaching Profession ◽  
Professional Activities ◽  
Female Teachers ◽  
Talented People ◽  
Years Of Teaching Experience ◽  
Professional Requirements ◽  
Gender Characteristics

The teaching profession is one of the oldest professions on earth. The role of the teacher was performed only by smart and talented people, who from time immemorial were only men. The teacher at all times had an important task, which was to educate a worthy younger generation and transfer the accumulated experience to it. Currently, there is a feminization of education, that is, the role of a teacher is performed mainly by women, mainly feminine. The very same pedagogical activity “requires” from a specialist such qualities as dedication, energy and the ability to lead, which are traditionally male. Under the influence of professional requirements, the personality of the employee changes, which entails his deformation, which also leads to a decrease in the efficiency of labor activity and disturbances in everyday life. Many authors are of the opinion that the whole personality is characterized not by masculinity or femininity, but by androgyny. It is understood as the unification of the female emotional-expressive style and the male instrumental style of activity, freedom of bodily expressions and preferences from the rigid dictate of gender roles. Such a personality is considered to be more adaptive. In the course of our research, we found that feminine teachers prevail among modern women educators. In the group with more than 26 years of teaching experience there are more of them than in the other two groups, while in the group with 16 to 25 years of experience they are the least. Masculinity is observed only in the group with experience from 0 to 15 years, and then in a small amount. The number of androgynous female teachers is predominant in all three groups.

scholarly journals Thematic Problems as a didactic strategy in initial teacher education

2020 ◽  
Vol 42 ◽  
pp. e34
Author(s):  
Édila Rosane Alves da Silva ◽  
Mara Elisa Fortes Braibante
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Scientific Knowledge ◽  
Teaching Profession ◽  
Learning Objectives ◽  
Initial Teacher Education ◽  
Classroom Teaching ◽  
Initial Formation ◽  
Problem Situations

This paper presents a didactic strategy developed in the initial teacher education in Chemistry, through the articulation between the Problem Solving Methodology and Themes, which was called Thematic Problems. Thematic Problems include the approach of problem situations linked to thematic subjects that require scientific knowledge for their reflection and subsequent resolution. It is intended from this method, to provide academics with the possibility of placing them in the role of teacher, providing them with subsidies for the elaboration of problem situations and their own didactic materials; reflection on the adequacy of different methodologies of classroom teaching, considering the learning objectives created by the undergraduates and the consideration of the importance of the association between specific and pedagogical contents for the exercise of the teaching profession. In this article, in addition to the approach to structuring and classifying Thematic Problems, we present examples of thematic problems elaborated by teachers in initial formation.

scholarly journals Pedagogical Studies in Teacher Education: Reintroducing methodology as the core of pedagogical studies

2016 ◽  
Vol 10 (2) ◽  
pp. 132-149
Author(s):  
Marianne Vinje
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Profession ◽  
Teaching Methodology ◽  
Main Subject ◽  
Classroom Activities ◽  
The Core ◽  
Core Content ◽  
Basic Concepts

Den historiske utviklingen til pedagogikkfaget i norsk lærerutdanning kan studeres på mange måter. Gjennom dokumentanalyse av de nasjonale planene fra 1837 til de differensierte utdanningene i 2010, forsøker denne studien å forklare fagets opplevde mangel på relevans for lærerprofesjonen. Resultatene viser at det ikke er noen konsistent bruk av begreper i faget, og begrep som anvendes på didaktiske kategorier i klasserommet har variert. Ulike disipliner har dominert til ulike tider, selv om psykologien totalt sett har vært mest fremtredende. Pedagogikkens rolle har variert fra å være utdanningens viktigste fag til å være et refleksjonsfag og, fra å være et redskapsfag til å ha danning og personlighetsutvikling av lærerstudenten som hovedmål. På bakgrunn av dokumentanalysen og tidligere studier foreslås en lærerutdanningspedagogikk der grunnleggende begreper hentet fra sentrale aktiviteter i klasserommet utgjør fundamentet og rammeverket. På denne måten re-introdu­seres metodikken i pedagogikkfaget, og undervisningshåndverket får en sentral plass. Overbygningen dannes i kombinasjon med pedagogikken som vitenskap, og slik skapes et område der pedagogikkfaget i lærerutdanningen kan konstituere seg. Ved at undervisnings­læren og metodikken får tilbake sin sentrale plass, kan profesjonsnærheten sikres. Da er vi tilbake til den egentlige pedagogikken i lærerutdanningen, pedagogikken fra de nasjonale planene i perioden 1837–1939.Nøkkelord: lærerstudenter, pedagogikk, metodikk, læreplan, refleksjon, lærerutdannings­pedagogikkAbstractOne way to study the historical development of pedagogical studies in Norwegian teacher education is to examine the national curricula. Through documentary analyses of the national curricula for general teacher education from 1837 until the arrival of the differentiated programmes in 2010, this study tries to explain the pedagogical studies’ perceived lack of relevance to the profession. The findings show an inconsistent use of concepts in pedagogical studies and varying concepts describing didactic categories of classroom activities and prac­tices, if they are present. The role of pedagogy in teacher education has varied, from being the main subject to a subject of reflection, and from a base for knowledge and tools to a base for reflection and formation. This article suggests that pedagogical studies must primarily include basic concepts concerning central activities or practices of the teaching profession as a way to reintroduce methodology and bring teacher education closer to the profession. With classroom activities as the foundation and framework, combined with the science of education, a pedagogy of teacher education can constitute itself. This approach also brings pedagogical studies back to the curricula covering the 1837–1939 period with teaching as their core content, and teaching methodology and didactics as the real pedagogy of teacher education.Keywords: student teachers, pedagogical studies, methodology, national curricula, reflection, pedagogy of teacher education

scholarly journals TEACHER EDUCATION FROM E-LEARNER TO E-TEACHER

2017 ◽  
Vol 5 (4(SE)) ◽  
pp. 25-31
Author(s):  
A. Subramanian
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Wide Spectrum ◽  
Teaching Profession ◽  
Learning Potential ◽  
Teaching Process ◽  
Professional Activities ◽  
Education Environment ◽  
E Learning ◽  
The One

E-learning and e-teaching systems are involved in teachers professional activities and development in several ways (a) If e-learning/e-teaching is the technology which supports the process of teachers learning of university courses, the teacher is in the position of e-learner; (b) If e-learning/e-teaching is the content of the teachers university curricula in order to be applied in the teaching process, the teacher switches from the position of e learner to the one of e-teacher in blended or total e-learning systems. Systematic formal teacher education concerning e-learning/e-teaching implementation, and the structure of teachers ICT competencies and e-competencies, as well as the reasons for their occurrence, are considered. Teachers can be in a position of the creator of e-teaching process or the user of the e-teaching/e-learning attainment. Teachers need to re-think their underlying assumptions about teaching, about learning process, and, most fundamentally, about their role as educators. Teacher activities in e-teaching scenarios can be broken into two major tasks: providing the content for the students and supporting communication between students and tutors. Both tasks pose problems to teachers who are used to follow more traditional teaching methods so far. Therefore, modern teachers and e-teachers must be able to organize different types of e-learning and e-teaching scenarios. E-teaching requires a wide spectrum of e-roles. It is necessary for teachers in e-education environment to acquire sufficient knowledge about e-teaching and e-learning. e-learning can contribute to addressing each challenge by enhancing the preparation of new teachers, providing high quality and readily accessible professional development opportunities for active teachers, and making the teaching profession more attractive. The paper suggests that e-learning potential is a powerful tool for directing the teacher’s quality challenges and obtaining e-teaching competencies. E-learning for teachers must reflect the principles of effective teachers’ professional development.

Sign in / Sign up

Export Citation Format

Share Document