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 Reshaping Teachers' e-Training through MOOCs in Pakistan

2017 ◽  
pp. 13-28
Author(s):  
Aysha Khalil ◽  
Naveed Sultana
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Private Universities ◽  
Open Education ◽  
Willingness To Participate ◽  
Public And Private ◽  
Global Trends ◽  
University Teachers ◽  
Teacher Training Programs ◽  
Training Courses

Open education has come forward as a contemporary vogue across all areas of education including teacher training over the globe. Massive Open Online Courses (MOOCs) are trending concept that aim to fulfill the prospects of digital openness for providing e-Training to university teachers by utilizing novel open learning environments. MOOCs make it possible for large number of teachers to get involved in worldwide collaborative learning experiences through open e-Training courses. As technology adaptation in education is relatively slower in Pakistan, MOOCs are still uncommon in teacher training practices. This paper contemplates the significance of MOOCs in teachers' e-Training. This study also explores the awareness and utilization level of university teachers for MOOCs, and compares the perceptions of teachers of public and private universities about benefits and obstacles for utilizing MOOCs in e-Trainings and their willingness to participate in e-Training through MOOCs. 50 Teachers from five public universities and five private universities were taken as a sample on the basis of familiarity and participation in online training programs. Existing literature and research studies were reviewed to find out the significance of MOOCs in teacher training programs. A survey questionnaire was administered to explore the awareness and utilization level of university teachers for MOOCs. Findings revealed that MOOCs have gained substantial importance in university teacher trainings of most of the countries of the world, whereas university teachers of Pakistan are not well aware of potential and use of MOOCs in education. Also, teachers of private universities tend to show more interest and inclination towards using MOOCs for their professional e-Training courses. It was recommended to use MOOCs in professional e-Training of university teachers of Pakistan to align them with the global trends of open education and also provide them opportunities to learn in collaborative environments for professional elevation in a global age.

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 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.

scholarly journals Organizations teacher training course with blended learning model

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Pham Kim Chung
Keyword(s):  
Teacher Training ◽  
General Education ◽  
Blended Learning ◽  
Time Budget ◽  
Learning Model ◽  
Face To Face ◽  
Computing Platform ◽  
Large Numbers ◽  
Social Opportunities ◽  
Training Courses

The renovation program of general education require organize training courses with large numbers of teachers in the country to meet the basic requirements of innovation education. With these powerful capabilities and efficiency of the course in the model of Blended learning will save time, budget and improve the effectiveness of teacher training courses. Blended learning model is the coordination between “face to face”teaching with the online learning model today. Blended learning is seen as a pedagogical approach, integrating the efficiency and social opportunities in the classroom with the ability to promote positive learning with the support of technology in environmental online course. The study refers to building a model of teacher training on a cloud computing platform that will "simplify" and "technologyize" all the activities of stakeholders in the training process. The organization of these activities takes place through LMS with a large number of participants, with no restrictions on space, time, interoperability, and integration of resources support the training of teachers regularly, continuously.

scholarly journals Internship Students' Comprehension of Pedagogic Competency and of the Learning Theory of Liberating Learning

2021 ◽  
Author(s):  
Christina Ismaniati ◽  
C. Asri Budiningsih ◽  
Monika Sidabutar
Keyword(s):  
Teacher Training ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Models ◽  
Teaching Resources ◽  
Teacher Training Programs ◽  
Training Courses ◽  
The Mean ◽  
The Government

Indonesian education is challenged with low quality teacher training program management, outdated pedagogy of teaching and learning, a lack of teaching resources, no professional development follow-up for recently certified teachers, a lack of quality control of graduates who enter teacher training courses, and a lack of rigor in teacher training programs. In order to upgrade the quality of education, the government issued a Circular Letter of The Freedom of Learning Policy. This study aimed to determine students’ comprehension of the pedagogic competency and learning theory that liberates learners, which could be used as a basis in developing learning models to accommodate the Policy of Freedom of Learning. The research was a descriptive study with a quantitative approach, and 238 internship students were included who were randomly selected from 7 faculties. The data were collected online using tests and questionnaires. It was found that the mean score of students’ comprehension of pedagogical competency was 41.66, which can be considered low. The mean score of their comprehension of liberating learning theory was 51.43 which can be considered high. In addition, it was found that they agreed with the idealism of the educational leaders about liberating learning; this mindset was developed through taking a Learning Strategy course, Learning Theory course or both. The results of this study can be used to help develop liberating learning models for students. Keywords: comprehension, pedagogic competency, liberating learning theory, liberating learning

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