scholarly journals Novice Teachers’ Satisfaction with Teacher Preparation and Recommendations for Improving Teacher Training

2020 ◽  
Author(s):  
Eveli Laats
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
Novice Teachers

scholarly journals HISTORYOGRAPHY OF THE OF DEVELOPMENT THE CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS IN THE UKRAINE (END OF THE XX – START OF THE XXI CENT.)

2021 ◽  
pp. 86-91
Author(s):  
T. DZHAMAN
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
School Teacher ◽  
Primary School Teacher ◽  
Scientific Analysis ◽  
History Of ◽  
Chronological Sequence ◽  
Definition Of

The article analyzes the views of scientists on the specified problem of study. It is specified that the problem of continuous primary school teacher training to work in the conditions of inclusive education that we studied is a certain chronological sequence of transformations of different visions and it is relevant to the sphere of scientific and pedagogical search. We made a scientific analysis of the studies and clarified the definition of some concepts. It is specified, that we understand the historiography of development the continuous primary school teacher training to work in a conditions of inclusive education as a totality of research scientific and pedagogical works directed on the study of the specified problem from the time of its actualization due to today and the main its task we see in the objective coverage of the history of the issue of continuous primary school teacher preparation to work in conditions of inclusive education with taking into account the transformation of the ideas and views on the problem, studied by us. We generalized the sources processed by us on the basis of the analysis in the historiographical dimension into the two groups: continuous primary school teacher training from the end of XX cent. due to today; The history of inclusive education in the Ukraine from the end of XX cent. due to today.

Educating Pre-Service and Novice Teachers on the Best Practices for Curriculum Integration of Web 2.0 Tools and Instructional Technology

2016 ◽  
pp. 123-142
Author(s):  
Thomas Robert Conway
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Novice Teachers ◽  
Teacher Preparation Programs ◽  
Web 2.0 Technologies ◽  
Preparation Programs ◽  
Web 2.0 Tools ◽  
Social Media Networks ◽  
Web 2.0 Technology ◽  
Technology Tool

This chapter explores the use of Web 2.0 technology by pre-service and novice teachers. It explores in particular the use of Blogs, Social Media Networks, and Wikis. For each Web 2.0 technology tool, a discussion about the appropriate use and potential problems ensues. The focus of the chapter is to present the potential ethical concerns for pre-service and novice teachers in the use of Web 2.0 technologies. Additionally, some frameworks are suggested in helping teacher preparation programs educate their candidates on the use of Web 2.0 technologies. A resource of possible Web 2.0 technologies is included at the end of the chapter.

Early Childhood Teachers

2011 ◽  
pp. 126-150 ◽  
Author(s):  
Kevin Thomas ◽  
Kathleen Spencer Cooter
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Early Childhood Teachers ◽  
Field Experiences ◽  
Technology Training ◽  
Google Earth ◽  
Virtual Manipulatives ◽  
Mathematics Classrooms ◽  
And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

scholarly journals The Impact of Administrative Decisions on Implementation Fidelity of Direct Instruction and Student Achievement

2019 ◽  
Vol 43 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Jean Stockard
Keyword(s):  
Student Achievement ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Direct Instruction ◽  
Implementation Fidelity ◽  
Effect Sizes ◽  
Achievement Data ◽  
Training Teacher ◽  
Teacher Fidelity ◽  
The Impact

This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct Instruction programs were related to student achievement. Data from three studies showed that administrative decisions that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules were related to lower levels of teacher fidelity, student progress at mastery, and student achievement. Most results were statistically significant and had large associated effect sizes. Implications for practice and policy are discussed.

Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs

2017 ◽  
Vol 69 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Roya Q. Scales ◽  
Thomas DeVere Wolsey ◽  
Susan Lenski ◽  
Linda Smetana ◽  
Karen K. Yoder ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Novice Teachers ◽  
Student Teaching ◽  
Case Reports ◽  
Positioning Theory ◽  
Teacher Preparation Programs ◽  
Professional Judgment ◽  
Preparation Programs ◽  
Three Phase ◽  
Multiple Case

This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which caused us to question whether teacher preparation programs are preparing teachers to use professional judgment or training them for technical compliance.

Building a “Lifetime Circle”: English Education in the Age of #BlackLivesMatter

2017 ◽  
Vol 53 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Maisha T. Winn
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Restorative Justice ◽  
English Education ◽  
Ways Of Knowing ◽  
Mass Incarceration ◽  
The United States

This article argues that, to prepare teachers in the era of #BlackLivesMatter, there must be a radical reframing of teacher education in which teachers learn to disentangle their teaching from the culture of Mass Incarceration and the criminalization of Black and Brown people in the context of the United States in their practice. Using a restorative justice paradigm, I seek to understand in what ways, if any, teacher training, specifically of English teachers, can address issues of Mass Incarceration and how teacher preparation can support preservice teachers to resist colonizing pedagogies and practices that privilege particular ways of knowing and being that isolate particular youth.

scholarly journals Developing English for Academic Purposes (EAP) teaching materials: a needs analysis of novice teachers

2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Larissa Goulart da Silva ◽  
Ana Paula Seixas Vial ◽  
Simone Sarmento
Keyword(s):  
Teacher Training ◽  
Educational Policy ◽  
Novice Teachers ◽  
Teacher Development ◽  
English For Academic Purposes ◽  
Needs Analysis ◽  
English Learning ◽  
Structured Interviews ◽  
Teaching Materials ◽  
Online Surveys

Abstract The Language without Borders (LwB) Programme is an educational policy which aims at promoting English learning at universities as well as promoting opportunities for teacher development. LwB teachers have to prepare their own English for Academic Purposes (EAP) teaching materials. Taking this into account, we seek to understand how the LwB Programme prepares these teachers to create EAP materials and  if they encounter any difficulties. A needs analysis was carried out through online surveys and semi-structured interviews. The former was sent to LwB teachers from all over Brazil, and the latter was conducted with teachers from one university. Based on the results we suggest some topics that could be addressed in the pedagogical meetings to address these teachers’ needs. Keywords: English for academic purposes, teacher training, Languages without Borders.   O desenvolvimento de materiais didáticos de Inglês para Fins Acadêmicos (IFA): uma análise das necessidades de professores iniciantes  Resumo O Programa Idiomas em Fronteiras (IsF) é uma política educacional que busca promover a aprendizagem de inglês na universidade e ser uma oportunidade de formação de professores, pois os professores-bolsistas do IsF devem preparar seu próprios materiais didáticos de Inglês para Fins Acadêmicos (IFA). Levando isso em consideração, buscamos entender como o Programa IsF prepara esses professores para elaborar materiais de IFA e se encontram dificuldades. Para tanto, foi conduzida uma análise de necessidades através de questionários online e entrevistas. Os questionários foram enviados para professores IsF de todo o Brasil e as entrevistas foram realizadas com professores de uma universidade. Com base nos resultados, sugerimos tópicos que podem ser trabalhados nas reuniões pedagógicas para responder às necessidades dos professores. Palavras-chave: Inglês para fins acadêmicos; formação de professores; Idiomas sem Fronteiras.

scholarly journals THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA

2013 ◽  
Vol 55 (1) ◽  
pp. 11-27
Author(s):  
Tidita Abdurrahmani
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Novice Teachers ◽  
Teaching Experience ◽  
Teacher Qualification ◽  
Years Of Teaching Experience ◽  
The University ◽  
Depth Interviews ◽  
Desk Research ◽  
Induction Scheme

The study aims to analyse the results of “Teacher Qualification Exam” in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme. Key words: desk research, novice teachers, teacher qualification.

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