Strategies for developing Arabic language skills in teachers who aren't specialized in it: استراتيجيات تنمية مهارات اللغة العربية للمعلمين غير المتخصصين فيها

2020 ◽  
Vol 4 (46) ◽  
Author(s):  
Maleeha Mohammed Al-Qahtani, Manal Abdalla Zahed
Keyword(s):  
Training Program ◽  
Language Skills ◽  
Development Program ◽  
Arabic Language ◽  
Teacher Preparation Programs ◽  
Skills Development ◽  
Colleges Of Education ◽  
Development Programs ◽  
Preparation Programs ◽  
Teacher Training Programs

The current study aimed to build a training program that develops the language skills of teachers who are not specialized in the Arabic language, and which exploratory study conducted by the two researchers revealed the weakness of this group of teachers in practicing the four language skills (listening, speaking, reading, writing) through a test in Language skills that was applied to a sample consisting of (48) male and female teachers in the three academic stages, consisting of (30) singles. The test results reflected the marked weakness, which confirms the need to develop Arabic language skills among teachers who are not specialized in them, hence the need to prepare a training program for the development of The skills of teachers who are not specialized in the Arabic language concerning the four language skills and the importance of the uses of skills development strategies for this program to achieve its goals, the program was designed to include five training units and be presented in (25) training sessions, the program was judged and adjusted, and the study ended with several recommendations including: The importance of applying the language skills development program to teachers who are not specialized in the Arabic language and monitoring the results of its application and training trainee teachers - who are not specialized in the Arabic language - in teacher preparation programs in colleges of education on the language skills development program and reviewing teacher training programs - in all disciplines - and enriching it with language skills development programs.

Experience of bullying among Bhutanese college students: implications for teacher formation programmes

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Ugyen Choden ◽  
Kezang Sherab ◽  
John Howard
Keyword(s):  
College Students ◽  
Vital Role ◽  
College Campuses ◽  
Teacher Preparation Programs ◽  
Prior Learning ◽  
Preparation Programs ◽  
Teacher Formation ◽  
Teacher Training Programs ◽  
Negative Impacts ◽  
Teacher's Beliefs

Abstract Bullying in schools and colleges/universities has significant negative impacts on individuals and learning environments. Much of the evidence comes from school studies. This study, the first of its kind in Bhutan, explores the experience of bullying among college students. The study employed a self-administered survey to a representative sample of 2471 (male = 1242 and female = 1191) college students with mean age 21.5 years, from eight of the 11 college campuses across Bhutan. The findings indicate that bullying is not an uncommon experience amongst the college students; both as victims and victimizers. Implications for relevant stakeholders in Bhutan, and elsewhere, and recommendations to address the issues are presented, especially as they relate to teacher formation (teacher training programs). Although teacher formation is largely dependent on a pre-service teacher’s beliefs and prior learning experiences, teacher preparation programs play a vital role. Recommendations for further research are also provided.

Solidifying Cultural Prisms of Teacher Preparation Programs: A Foreign?born African American Voice to Honor Accountability

2009 ◽  
Vol 4 (1) ◽  
Author(s):  
Sean S. Warner
Keyword(s):  
Teacher Preparation ◽  
Multicultural Education ◽  
Culturally Responsive ◽  
Linguistic Diversity ◽  
Life Experiences ◽  
Teacher Preparation Programs ◽  
Colleges Of Education ◽  
Responsive Teaching ◽  
Foreign Born ◽  
Preparation Programs

There are countless Schools and Colleges of Education around the country touting strong commitments to cultural and linguistic diversity (CLD), culturally responsive teaching, and multicultural education in their teacher?preparation programs; however, we are still seeing critical masses of graduates from these programs teach (and assess learning) in ways inconsistent with the aforementioned ideals. This article uses my life?experiences to inform and discuss what the core foci of teacher?preparation programs should be in rapidly changing P?12 environments.

scholarly journals A Commentary on the misalignment of teacher education and the need for classroom behavior management skills

2020 ◽  
Author(s):  
Nathan A. Stevenson ◽  
Janet VanLone ◽  
Brian R. Barber
Keyword(s):  
Teacher Training ◽  
Behavior Management ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Teacher Preparation Programs ◽  
Management Skills ◽  
Behavior Support ◽  
Preparation Programs ◽  
Teacher Training Programs ◽  
And Behavior

Teachers’ skill in fostering students’ engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report higher levels of stress and are more likely to leave the profession (Ingersoll et al., 2018; Zabel & Zabel, 2002). Despite wide agreement from experts about the importance of developing classroom and behavior management skills, many teacher training programs do not require specified coursework or experiences to develop this skill set for teacher licensure or degree completion. In this article, we describe what we observe to be a disconnect between current requirements for and by teacher preparation programs, and the nature of adequate teacher training to appropriately manage and support student behavior. We argue that this disconnect currently contributes to a host of problematic outcomes observable in schools, including teacher attrition, racial disproportionality in discipline actions, and an over reliance on punitive and ineffective behavior support practices. We end our discussion with additional recommendations for improving teacher training and ensuring systems alignment.

scholarly journals Modern Teacher Education - Supporting the Vast Landscape of 21st Century Pedagogy

2021 ◽  
Author(s):  
Dr Joshua C. Elliott ◽  
Dr Craig S. Tunks
Keyword(s):  
Learning Styles ◽  
Digital Natives ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Specific Content ◽  
Grade Levels ◽  
Use Of Technology ◽  
Support Tools ◽  
Teacher Training Programs ◽  
The Many

Learners have changed; Teaching has changed; Expectations have changed. How to best support modern learners is the challenge of all educators at all grade levels. The students of today are sophisticated users of technology, they are multitasking constantly and can sometimes be more comfortable with the technology than they are interacting with teachers and peers in the real world. Marc Prensky described them as “Digital Natives” over 10 years ago implying that they are efficient users of technology. This is not always the case. While they are exposed to various technologies and can successfully use them outside the classroom their use of these same tools as learning support tools can be lacking. Digital natives have different learning styles and different concerns than previous students. Educators need to keep up with this changing landscape and need to learn, develop and innovate new ways to support todays’ learners. Supporting today’s learners now requires more than just educating them in a specific content area but also includes supporting them in the use of technology tools in an education setting. Supporting educators through areas of primary training such as teacher preparation programs and degree programs are one way to accomplish this but also the many credible teacher training programs that provide experience, peer support or certifications are also excellent tools. Through this chapter we will take a close look at pedagogy, learning styles, support tools, and the skills needed to be a modern educator.

Windows into Teaching and Learning

2013 ◽  
pp. 454-475 ◽  
Author(s):  
Tina L. Heafner ◽  
Michelle Plaisance
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Colleges Of Education ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
Online Distance Education ◽  
School Based ◽  
Online Distance

Windows into Teaching and Learning (WiTL), a project conceived and actualized by authors situated in a large urban university in the southeastern region of the United States, captures the nuisance of online learning as a method for transforming school-based clinical experiences in teacher preparation programs. This chapter introduces and describes the theoretical context in which the project was developed in hopes to convey the potential for uncomplicated and intuitive innovations in teacher education to recalibrate current practices to the demands of the 21st Century classroom. An overview of the challenges facing colleges of education in providing meaningful and relevant clinical experiences to pre-service teachers enrolled in online distance education courses is discussed and serves as the impetus of WiTL. In the chapter, the authors explain the methods and technology used by the researchers to demonstrate the project’s practical duplicability in almost any course with clinical requirements. Furthermore, the authors provide a glimpse into the potential impact of WiTL as a means of facilitating meaningful field experiences in distance education and traditional coursework, as well as corollary benefits realized for student participants and mentor teachers.

Empowering Teachers with Strategies for Efficient Learning and Functioning through Video-Assisted Staff Development

1992 ◽  
Vol 11 (3) ◽  
pp. 35-42 ◽  
Author(s):  
Marshall Welch ◽  
Gordon S. Gibb ◽  
M. Winston Egan
Keyword(s):  
Staff Development ◽  
Training Program ◽  
Development Program ◽  
Development Programs ◽  
Future Directions ◽  
Delivery Model ◽  
Video Assisted ◽  
Empowering Teachers ◽  
Efficient Learning ◽  
Type Of Delivery

This article describes a video-assisted staff development program that can be delivered at the building or district level. This report includes: (a) a critical perspective of staff development programs, (b) reconceptualization of staff development, (c) the use of video-mediated staff development, (d) a service delivery model known as “Professor Plus”, (e) the content of the video-assisted SELF training program, (f) the results of the program's pilot field test and, (g) the results of afield-based investigation designed to assess the effectiveness of the video-assisted SELF training program. The article concludes with a discussion of implications and future directions for this type of delivery model for staff development.

scholarly journals EVALUATION OF THE EXTRACULICULAR DEVELOPMENT PROGRAM OF VOLYBALL IN JUNIOR HIGH SCHOOL

2021 ◽  
Vol 12 (01) ◽  
pp. 73-79
Author(s):  
Siswantoro ◽  
Moch Asmawi ◽  
James Tangkudung
Keyword(s):  
Training Program ◽  
Junior High School ◽  
Development Program ◽  
Product Evaluation ◽  
Development Programs ◽  
Input Process ◽  
Public Middle School ◽  
Communication And Coordination ◽  
Private Government ◽  
Model Context

The purpose of this study was to find out the volleyball extracurricular development program in Tambun Utara sub-district using the CIPP eva-luation model (Context, Input, Process and Product). By using the CIPP method, which was presented by Daniel L. Stuflebeam, it is an evaluation of the Context discussion on the background of the program and the purpose of the coaching program. Input Evaluation is a discussion of the acceptance of athletes, coaches, funds, facilities and infrastructure. Process Evaluation, discussion on the implementation of training, consumption / nutrition, coordination and communication programs. Product evaluation, which is about the results of the guided program achievement which is obtained in the volleyball extracurricular program development. The results of this study were obtained from the results of interviews, observations and documentation studies obtained by the researchers that the volleyball extracurricular training program in Tambun North District Public Middle School had carried out the processes and procedures of sports achievement development programs in general. However, the implementation is constrained by funding, training facilities and infrastructure as well as other facilities that can support the training program. The importance of communication and coordination of sports stakeholders has not run as expected in seeking donors both local and private government.

scholarly journals Incorporating Cyber Principles into Middle and High School Curriculum

2020 ◽  
Vol 4 (2) ◽  
pp. 3-23
Author(s):  
Jessica Ivy ◽  
Robert Kelley ◽  
Kristin Cook ◽  
Kevin Thomas
Keyword(s):  
Professional Development ◽  
High School ◽  
Cyber Security ◽  
Development Program ◽  
School Curriculum ◽  
Teacher Preparation Programs ◽  
Experienced Teacher ◽  
Preparation Programs ◽  
High School Curriculum ◽  
Cyber Education

Although many practicing teachers have not experienced teacher preparation programs that teach cyber security (Pusely & Sadera, 2011) or are familiar with cyber principles (Author), embedding these ideas into instruction in a variety of content areas is essential for promoting cyber literacy and citizenship. This study explores a professional development program that provided middle and high school teachers across disciplines with opportunities to explore, first as learners and then as educators, cyber citizenship and programming concepts with explicit connections to the cybersecurity principles and concepts. Participating teachers experienced inquiry-based learning, focused classroom discourse, and collaborative learning that centered on GenCyber Cybersecurity First Principles and GenCyber Cybersecurity Concepts (GenCyber, 2019). Results indicated the professional development enabled teachers to iteratively reflect on best practices in cyber education while learning and applying the content of GenCyber Principles within the context of their own field of study.

Book Review of Learning Through Teaching Mathematics

2011 ◽  
Vol 42 (5) ◽  
pp. 521-527
Author(s):  
Keith Weber ◽  
Kathryn Rhoads
Keyword(s):  
Teacher Preparation ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Teacher Preparation Programs ◽  
Development Programs ◽  
Preparation Programs ◽  
Knowledge For Teaching ◽  
Beliefs And Practice

Understanding what mathematics teachers know, what they need to know about mathematics, and how that knowledge is learned are important goals in mathematics education. Research on mathematics teacher knowledge can be divided into two categories: (a) what knowledge mathematics teachers have or need to have to teach effectively (e.g., Hill, Rowan, & Ball, 2005; Kahan, Cooper, & Bethea, 2003), and (b) how teachers' mathematical knowledge for teaching can be developed (e.g., Bell, Wilson, Higgins, & McCoach, 2010; Proulx, 2008). This book describes research of the second type. To date, research in this area has focused primarily on how mathematical knowledge develops in university or researcher-led teacher preparation or professional development programs. This book is novel in that it concerns how and what teachers learn through the process of teaching itself. In his contribution to this book, Ron Tzur (chapter 3) lays out three reasons why this research is essential. First, he argues, teacher preparation programs simply do not contain enough time for teachers to learn all they need to know, so teachers' learning through teaching is essential. Second, for teachers to develop knowledge of how students think about mathematics and how students receive mathematical lessons, teachers must have classroom experience. Third, the experiences that teachers encounter when teaching have the potential to give rise to meaningful changes in their beliefs and practice.

scholarly journals Prospective Teachers’ Perspective Regarding a New Teachers’ Development Program in Two of the Government Colleges of Education in Gilgit-Baltistan

2017 ◽  
pp. 63-77
Author(s):  
Asif Khan Et al.,
Keyword(s):  
International Development ◽  
Prospective Teachers ◽  
New Teachers ◽  
Development Program ◽  
Colleges Of Education ◽  
Development Programs ◽  
Traditional Program ◽  
The Government ◽  
New Generation ◽  
Gilgit Baltistan

In order to address the gaps of traditional teachers’ development programs, the government of Pakistan, with the financial support of United States’ Aids for International Development, (USAID) launched a new teachers’ preparation program called Advance Diploma in Education. While collecting data, this study particularly sought the opinions of those prospective teachers who had completed their programs. Therefore, the study focused on matters such as the availability of teaching positions, pay scales, the curriculum of the ADE program, teaching approaches and the availability of instructional resources. It was noted that there was recognition among the students and instructors about the productivity and the usefulness of the new ADE program. Additionally, there was an acknowledgment that a new generation of teachers is being produced through the ADE program that will really change the dynamics of classrooms in Pakistan. However, it seemed that a number of issues, such as limited employment opportunities for ADE graduates, lack of coherent recruitment policies, and the continuation of the traditional program, were some of the primary concerns of both the students and instructors.

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