scholarly journals Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)

2020 ◽  
Vol 10 (4) ◽  
pp. 105 ◽  
Author(s):  
Lina Higueras-Rodríguez ◽  
Marta Medina-García ◽  
Enriqueta Molina-Ruiz
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Descriptive Analysis ◽  
Ministry Of Education ◽  
University Environment ◽  
Primary Teaching ◽  
Teacher Training Programs ◽  
Training Resources ◽  
The University ◽  
And Training

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.

scholarly journals CDIO Approach in Developing Teacher Training Program to Meet Requirement of the Industrial Revolution 4.0 in Vietnam

2020 ◽  
Vol 15 (18) ◽  
pp. 108
Author(s):  
Nhi Thi Nguyen ◽  
Thanh Van Thai ◽  
Huong Thi Pham ◽  
Giang Chau Thi Nguyen
Keyword(s):  
Teacher Training ◽  
Global Economy ◽  
Industrial Revolution ◽  
Training Programs ◽  
The United States ◽  
Education And Training ◽  
Current Period ◽  
The World ◽  
Teacher Training Programs ◽  
And Training

In the context of the Industrial Revolution 4.0 and integration of the Vietnamese economy into the global economy, Vietnam's education and training has been increasingly developed and increasingly deeply integrated into the world. The development of teacher training programs is considered an urgent issue, a prerequisite to contribute positively to the development of education and training in the country. However, the first period of integration shows that teachers have many limitations in practical skills, soft skills, and foreign languages when working in a modern environment. These limitations are due to many factors; one of the basic factors is that the training programs at teacher training facilities are mainly focused on knowledge towards approaching content. Therefore, the development of training programs in general and teacher training programs in particular in the direction of developing necessary skills that society requires learners to have, in order to work and develop their qualities after graduation, to meet the integration needs in the context of the industrial revolution 4.0 is an important trend in the world and especially for Vietnam in the current period. CDIO stands for words: Conceive, Design, Implement and Operate. It is a solution to improve the quality of training to meet social requirements, on the basis of determining the outcome standards, developing programs and training plans; It is also the idea of universities, technical institutes of the United States and Sweden in the early 90s of the last century with the intention of training students after graduation with full knowledge and skills such as: communication skills, personal skills ... and immediate access to the labor market, meeting the needs of the business. In this article, we focus on the solution to develop teacher training programs under the CDIO approach to meet the requirements of the Industrial Revolution 4.0 in higher education institutions in Vietnam.

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 Teacher Training Programs for Gifted Education with Focus on Sustainability

2016 ◽  
Vol 18 (2) ◽  
pp. 66-74 ◽  
Author(s):  
Eva Reid ◽  
Božena Horváthová
Keyword(s):  
Teacher Training ◽  
Gifted Education ◽  
Training Programs ◽  
National Curriculum ◽  
Gifted Children ◽  
Ministry Of Education ◽  
Topical Issue ◽  
Education Teacher ◽  
The World ◽  
Teacher Training Programs

Abstract Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and material-technological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Most attention is paid to identification and development of gifted children, but very little consideration is given to the training of teachers for gifted children. The lack of justifying teacher training does not guarantee sustainability of gifted education. The aim of this paper is to map and describe gifted education, teacher training programs and qualifications for teachers of intellectually gifted pupils in Slovakia, Austria, Belgium and Finland. These countries were chosen because of very different perceptions of the gifted education and teacher training. These systems are compared and a proposal for sustainable teacher training is offered.

scholarly journals Una mirada desde los estudiantes de pedagogía al proceso de formación práctica: el caso del modelo del año 2000 de la Universidad Católica Silva Henríquez

2015 ◽  
pp. 65
Author(s):  
Hernán Cofré ◽  
Claudia Vergara ◽  
María Inés Noguera ◽  
Alejandra Silva
Keyword(s):  
Teacher Training ◽  
Training Programs ◽  
Methodological Approach ◽  
Senior Year ◽  
Palabras Clave ◽  
Teacher Training Programs ◽  
Teaching Programs ◽  
The University

ResumenEl presente trabajo resume los hallazgos más importantes de la investigación realizada sobre la opinión de los alumnos acerca del modelo de formación práctica en carreras de pedagogía de la Universidad Católica Silva Henríquez. El estudio, realizado entre los meses de septiembre de 2007 y julio 2008, se propuso identificar las características de los estudiantes en práctica profesional de ocho carreras de formación pedagógica. Para el logro de este propósito, se utilizó un enfoque metodológico cuantitativo, lo que incluyó la aplicación de un cuestionario con preguntas en escala likert a estudiantes que estuvieran en su último año de estudios. Los resultados muestran que los alumnos en práctica critican el desempeño de sus supervisores y de la propia universidad..Palabras Clave: Estudiante de pedagogía, práctica profesional, programa de formación, escuelas A view from pedagogy students regardingthe process of practicum formation: thecase of the 2000 model of UniversidadCatólica Silva HenríquezAbstractThis paper summarizes the most important findings of the research on students’ opinion aboutthe model of practicum training for the programs at the Universidad Católica Silva Henríquez. The study, held between September 2007 and July 2008, set out to identify the characteristics ofstudents in the practicum, in eight out of the 12 teacher training programs. To achieve this purpose,the authors used a quantitative methodological approach, which included implementation of a Likertscale questionnaire to students who were in their senior year. The results showed that students inpracticum criticize the performance of supervisors and the university itself.Keywords: Students, Practicum Formation, Teaching programs, Schools

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

scholarly journals Challenges of Higher Educational Documentary Institutions in Supporting Merdeka Belajar Kampus Merdeka Program

2022 ◽  
Vol 9 (2) ◽  
pp. 193
Author(s):  
Ciwuk Musiana Yudhawasthi ◽  
Lydia Christiani
Keyword(s):  
Professional Education ◽  
Qualitative Method ◽  
Library Science ◽  
Independent Learning ◽  
Ministry Of Education ◽  
Literature Study ◽  
University Environment ◽  
Education Culture ◽  
The University ◽  
Depth Interviews

Independent Learning Independent Campus (MBKM) was launched by the Ministry of Education, Culture, and Research and Technology to support the readiness of students to face challenges in the world of work by applying active learning. Documentary institutions in universities, namely libraries, archives, and museums, should become strategic partners in supporting the MBKM program because the documentary institution has all the necessary conditions, facilities, and infrastructure to succeed MBKM program. This study aimed to determine the readiness of documentary institutions in the university environment to exploit the opportunities and challenges and what obstacles they encountered. This study used the qualitative method and in-depth interviews for data collection and a literature study. The researcher concludes that the biggest challenges facing documentary institutions are regulation and the readiness of human resources. Due to this, changes to regulations and educational curricula and the introduction of new documentation of pure science are priorities in improving professional education providers in library science, archives, and museology.

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