scholarly journals Need for In-Service Training for Teachers and It’s Effectiveness In School.

2014 ◽  
Vol 2 (11) ◽  
pp. 1-9
Author(s):  
Che Mohd Zulkifli Che Omar
Keyword(s):  
Job Performance ◽  
Teaching And Learning ◽  
Training Needs ◽  
Teacher Professionalism ◽  
Fundamental Aspect ◽  
Service Training ◽  
Teachers Training ◽  
Administrator Attitudes ◽  
Improving Teaching And Learning

This essay discusses the need for in-service training for teachers and the effectiveness of in-service training in school. In-service training act as a catalyst for a teacher’s effectiveness. It is also a way of updating teachers’ skills and knowledge for improving teaching and learning which lead to better job performance. In-service training is important for teachers to face new challenges and changes in the education world. In-service training is also a fundamental aspect to improve teacher professionalism. The effectiveness of in-service training is important so that teachers can apply the knowledge acquired in teaching and learning. Few factors that contribute towards the effectiveness of in-service training are the role of administrator, attitudes of teachers, training needs and strategies in conducting in-service training.

scholarly journals Data in Schools: (Changing) Practices and Blind Spots at a Glance

2021 ◽  
Vol 6 ◽  
Author(s):  
Ulrike Krein ◽  
Mandy Schiefner-Rohs
Keyword(s):  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Digital Data ◽  
Learning Assessment ◽  
Data Practices ◽  
Changing Practices ◽  
The Impact ◽  
Improving Teaching And Learning ◽  
Blind Spots

This review aims to provide a concise overview of the role of (digital) data and new data practices in schools. By focusing on the impact of data on pedagogical practices, it aims to shed light on how the everyday tasks of teachers and other pedagogical staff in schools are changing, particularly as a result of the generation and use of digital data. For this purpose, existing studies and previous theoretical debates on this topic are examined for their perspectives on data and data practices in schools. The pedagogical data practices of (improving) teaching and learning, assessment and counseling, (data-driven) decision-making, and cooperation and collaboration by “doing data” will be elaborated and discussed. Likewise, data practices that are missing from the studies are identified. We conclude with an overview of blind spots and further research needs.

Transformative technical and vocational training in tertiary agricultural education in Africa.

2021 ◽  
pp. 212-226
Author(s):  
Abraham Sarfo ◽  
Caroline Mutepfa
Keyword(s):  
Private Sector ◽  
Vocational Education ◽  
Agricultural Education ◽  
Teaching And Learning ◽  
Learning Systems ◽  
Vocational Education And Training ◽  
Current Status ◽  
Improving Teaching And Learning ◽  
And Training

Abstract This chapter deals with the role of technical and vocation training in African tertiary agricultural education, pointing out the vital contribution of agricultural technical and vocational education and training (TVET) institutions in preparing youth both for employment and for further studies. The chapter discusses: the challenges to agricultural TVET; the current status of agricultural training centres; the goals identified for reforming agricultural TVET in Africa; innovative approaches for improving teaching and learning systems; the role of the private sector in the successful development of agricultural TVET; and the linkages between agricultural TVET and tertiary agricultural education.

The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools

2011 ◽  
Vol 15 (4) ◽  
Author(s):  
Albert Sangra ◽  
Mercedes González-Sanmamed
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Learning Processes ◽  
Teachers Perceptions ◽  
Information And Communication ◽  
Improving Teaching And Learning ◽  
Role Of Information

The purpose of this study is to analyse what is happening at schools regarding the integration and use of information and communication technologies (ICT) and to examine teachers’ perceptions about what teaching and learning processes can be improved through the use of ICT.

scholarly journals Realities of Teachers' Professional Development in Community Campuses of Tribhuvan University

NUTA Journal ◽  
2019 ◽  
Vol 6 (1-2) ◽  
pp. 32-38
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Modern Technology ◽  
New Techniques ◽  
Training Time ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
Teachers Training

Teacher professional development (TPD) is the modern aspect of teaching learning process. To do effective teaching, the teacher should be trained, excellent as well as up-date according to the change of time. The main purpose of this paper is to explore realities of the teachers’ professional development of the teachers in community campuses of Tribhuvan University (TU). There is great importance of TPD in the teachers of the community campuses since it helps the teacher to develop various kinds of professional skills, knowledge, new techniques and modern technology of teaching. Similarly, there is the great role of TU for the TPD of the teachers of community campuses. As the affiliation university it should organize subject wise teachers’ training time and again. Similarly, it should hold seminar, workshop and conference on the burning issues of teaching and learning. Teachers’ professional development is the demand of the present time and promoting teachers’ capacity is the most important aspect of the quality education. This article is based on the theme of the mini research which is approved by University Grants Commission (UGC) Nepal.

scholarly journals Educación histórica con el patrimonio:

2019 ◽  
Vol 22 (1) ◽  
Author(s):  
Luis Alberto Alves ◽  
Helena Pinto
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
History Education ◽  
Continuous Training ◽  
History Teachers ◽  
Arts And Humanities ◽  
Qualitative Nature ◽  
The University ◽  
Teachers Training

Se presenta una reflexión respecto al papel del patrimonio en la educación formal, en cuanto a la relación entre la educación patrimonial y la educación histórica. Se discuten referentes teóricos, que fundamentan la metodología de investigación utilizada, de carácter esencialmente cualitativo. Son objetivos principales, analizar y comprender cómo la implementación de actividades de enseñanza y aprendizaje de historia, con recurso al patrimonio cultural, en contexto, posibilita y favorece la progresión en el conocimiento histórico y en la conciencia patrimonial de los estudiantes. Se describen varios estudios de caso que se han desarrollado en Portugal, en el ámbito de doctorado y máster –en este caso en la Facultad de Letras de la Universidad de Porto –aplicándose en la educación formal, con profesorado de historia en formación continua y futuros docentes de historia/ciencias sociales, en formación inicial. Los resultados, si bien sin objetivos comparativos, revelan que hay potencial para la interpretación del patrimonio en la educación formal. Aunque persistan limitaciones, hay propuestas creíbles para su desarrollo sistemático con la educación histórica. Además del estudio de las concepciones de los profesores –y alumnos– hay que comprender lo que ocurre en el aula cuando se usa el patrimonio, qué contenidos y fuentes se seleccionan, qué actividades se realizan y qué materiales didácticos se utilizan. It is presented a reflection on the role of heritage in formal education regarding the relationship between heritage education and history education. Some theoretical references which support the research methodology of an essentially qualitative nature are discussed too. The main purposes are to analyse and understand how the implementation of history teaching and learning activities through cultural heritage in context, makes possible and favours students’ progression in historical understanding and heritage awareness. We describe several case studies that have been developed in Portugal, in the field of doctoral and master's research - specifically in the Faculty of Arts and Humanities of the University of Porto – that have been applied in formal education with history teachers in the context of continuous training and initial history/social sciences teachers’ training. Results, although without comparative aims, reveal that there is potential for interpretation of heritage in formal education. Even if limitations persist, there are credible proposals for its systematic development with history education. In addition to the study of teachers’ conceptions –and students’ too– it is necessary to understand what happens in the classroom when using heritage, what contents and sources are selected, what activities are carried out and what didactic materials are used.

scholarly journals Museums for Science Education: can we make the difference? The case of the EST project

2007 ◽  
Vol 06 (02) ◽  
pp. A02 ◽  
Author(s):  
Maria Xanthoudaki ◽  
Brunella Tirelli ◽  
Patrizia Cerutti ◽  
Sara Calcagnini
Keyword(s):  
Teaching And Learning ◽  
Science And Technology ◽  
Leonardo Da Vinci ◽  
Project Work ◽  
Service Training ◽  
Museum Experience ◽  
The Difference ◽  
Specific Project

This paper addresses the role of museums in education in science and technology through the discussion of a specific project entitled EST “Educate in Science and Technology”. The Project puts together methodologies and activities through which museums can be used as resources for long-term project work. In-service training for teachers, work in class with learning kits or with materials brought in by a Science Van, and visits to the museum are planned and developed jointly by museum experts and teachers. The Project proposes a teaching and learning model which sees the museum experience as central and integral part of a teaching and learning process with more effective outcomes. The analysis of the Project activities and methodologies is based on the work carried out at the National Museum of Science and Technology Leonardo da Vinci, which perceives the learner (the visitor) at the heart of its educational methodologies and provision.

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