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.

School Based Pre-Service (Initial) Teacher Training Programs in the USA and the UK

2019 ◽  
Author(s):  
Margaret Solomon
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Training Programs ◽  
Initial Teacher Training ◽  
Teacher Training Program ◽  
School Based ◽  
Teacher Training Programs ◽  
The Usa ◽  
The Uk ◽  
The U.S

This article is about School-Based Initial Teacher Training (SBITT) programs practiced in the USA and the UK. The article briefly discusses how US teacher-training programs began in 1839, as Normal School in New England. They then later became university based traditional teacher-training programs across the country. Then it shows how a gradual change in teacher training came into the U.S. in the 1980s with the introduction of school-based teacher training as an alternative route. Although most teachers in the U.S are still trained in colleges and universities, the paper shows that many states still pursue alternative routes to teacher credentialing and focus on school-based training The next part is a brief narration of the history of school-based teacher training in the UK, which began in the early 19th century. In the later part of 1800s, teacher training was favored at universities in the UK and more colleges were opened to facilitate training teachers at higher education institutions (HEI). In the late 1900s, there was an emergence of School-Based Initial Teacher Training (SBITT) programs developed as a result of a shortage of trained teachers. Finally, a variety of different SBITT programs became the most prominent method of initial teacher training. In 2017–2018, 53% of teachers favored a school-based teacher training program, while 47% preferred a university-based teacher training program

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 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 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 Opinions and Recommendations of Academics Training Special Education Teachers About Applicability of Integration in Turkey

2021 ◽  
Vol 14 (11) ◽  
pp. 54
Author(s):  
Mehmet İNCE ◽  
Ahmet YIKMIŞ
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Study Data ◽  
Faculty Members ◽  
Descriptive Case Study ◽  
Face To Face ◽  
Service Training ◽  
Faculty Of Education

This study aims to state the opinions and recommendations of academics who train special education teachers for integration applications. The study is patterned as a descriptive case study, and the participants consist of 28 faculty members from 18 universities who work in the special education undergraduate program and whose professional experience ranges from 5 to 45 years. The study data were collected through face-to-face interviews with participants using the semi-structured interview technique. The obtained data were analyzed through descriptive analysis. The findings show that most academics think that integration is not being applied today and that there is a lack of necessary infrastructure for its application. Faculty members participating in the study stated that teachers do not receive adequate training about integration, teachers should undergo serious in-service training, and courses related to special education should be introduced in all departments of the faculty of education. For successful integration, it is necessary to make physical and educational arrangements, provide support education services, train teachers to have an integration perspective and improve their attitudes. In conclusion, integration is an application that can only be realized with the joint effort of all parties through multidimensional discussions of its contents.

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