scholarly journals Arte e educação: um diálogo em tempos de mudança

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Sandra Mónica Figueiredo Oliveira
Keyword(s):  
Teacher Training ◽  
Contemporary Art ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Initial Teacher Education ◽  
Art Teacher ◽  
Case Study Methodology ◽  
Professional Profile ◽  
Teaching Learning ◽  
Teachers Training

Resumo: Partindo do pressuposto que um novo paradigma artístico está a emergir, o que implica a construção de um conhecimento sempre renovado, quer na dimensão concetual, quer na dimensão da intervenção, os processos formativos dos futuros profissionais docentes merecem-nos especial atenção. Este artigo resulta de um projeto de investigação centrado na necessidade de equacionar a arte contemporânea, na formação inicial de professores, no horizonte das transformações atuais – o que implica pensar as mudanças no ensino-aprendizagem, a descrença dos sistemas de justificação educacionais, a mutação do conceito de arte e das práticas artísticas e as mudanças dos comportamentos, perspetivando o futuro. Este trabalho foi ao encontro dos seguintes objetivos: implementar e avaliar um programa pedagógico na formação inicial dos professores assente na arte contemporânea e identificar as competências que a arte contemporânea promove nos estudantes e que concorrem para o seu perfil profissional. Privilegia-se um quadro paradigmático de investigação numa perspetiva interpretativa e adota-se uma metodologia de estudo de caso que envolveu 300 estudantes de Licenciaturas em Educação Básica ao longo de um semestre. As conclusões emergentes do estudo evidenciam a importância artístico-pedagógica da arte contemporânea para o perfil profissional do professor, bem como a necessidade de uma reforma curricular, visando à inovação dos processos de formação onde a arte contemporânea seja contemplada. Palavras-chave: Arte Contemporânea. Formação de Professores. Processo de ensino-aprendizagem. ART AND EDUCATION: A DIALOG IN TIMES OF CHANGE Abstract: This study starts from the assumption that a new artistic paradigm is emerging, which involves the construction of a continuously renewed knowledge, both in conceptual and relational dimensions and its consequences on art education in initial teacher training. This article results of a research project that focused its concern on the need to equate contemporary art in initial teacher education, on the horizon of current transformations, such as: changes in teaching and learning, disbelief on educational justification systems, changes in art concepts and artistic practices and changes in behaviour and envisioning the future. This paper focuses on the following objectives: implement an evaluate educational program in the initial teachers training based on contemporary art and identify the skills that contemporary art promotes in students which contribute to their professional profile. Chosen research methods follow a paradigmatic framework for research in an interpretative perspective and the study adopts a case study methodology. Research involved 300 students of a BA degree in Elementary Teachers Education during one semester. Emerging findings of the study highlight the artistic and pedagogical importance of contemporary art to develop skills that contribute to the professional profile of the teacher as well as the need for curriculum reform in arts education aimed at innovating training processes where contemporary art is contemplated. Keywords: Contemporary Art. Teacher Training. Teaching-learning process.

scholarly journals PENYELENGGARAAN PAI PADA SLB DI JAWA TIMUR

2017 ◽  
Vol 7 (4) ◽  
Author(s):  
Evi Sopandi
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Teaching And Learning ◽  
School Teacher ◽  
Special School ◽  
Special Schools ◽  
National Education ◽  
Islamic Religion ◽  
Religion Teacher ◽  
Teaching Learning

AbstractThe purpose of this research is to acquire an objective and comprehensive information about the implementation of Islamic religion teaching and learning process for special school for special care children. Result of the research finds that special schools have done Islam religion teaching learning process so far besides, it has found that most of the teachers of Islamic religion at special school (SLB) are not teacher with the qualification of Islam religion background (PGA and Tarbiyah) teacher training. But with the background of special school teacher training background (SGPLB and LPTK PLB). The teaching learning process PAI at special school generally runs normativelly. The efforts to supervise and develop the competence and profession of Islam religion teacher at special school are still considered insufficient, got in its supervision and its control. Those who are supposed to be involved supervising the teacher od Islam religion at special schools are department of religion, department of National Education (provincial office) and controllers on the executors in the field, herve not played optimal role yet. 

scholarly journals PENGGUNAAN PODCAST UNTUK MEMPERBAIKI PENGUCAPAN (PRONUNCIATION) MAHASISWA DALAM BERBICARA BAHASA INGGRIS (Sebuah Penelitian Tindakan Kelas pada Mahasiswa Pendidikan Bahasa Inggris Semester I Kelas 01, FKIP UNISRI pada Tahun Akademik 2019/2020 )

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Riyani Riyani ◽  
Ayu Istiana Sari
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Learning Process ◽  
Education Program ◽  
Teaching And Learning ◽  
English Education ◽  
Education Faculty ◽  
Training And Education ◽  
Post Test ◽  
Teaching Learning

The objective of this research is to know whether Podcast can improve the students’ pronunciation in speaking English when it is implemented in teaching learning process in class 01 Semester I, English Education Program, Teacher Training and Education Faculty, UNISRI, Surakarta in 2019/2020 Academic Year.This research method used a Classroom Action Research which was implemented in two cycles. The subject of the research was class 01 Semester I, English Education Program, Teacher Training and Education Faculty, UNISRI, Surakarta in 2019/2020 Academic Year. This study was conducted in two cycles. The first cycle consisted of four meetings, and the second cycle consisted of three meetings. The procedure of the action research consisted of planning, acting, observing and reflecting. The data were collected through questionnaire, interview, field notes, and test. To analyze the quantitative data, the researcher applied descriptive statistics. It was used to compare the scores and means of pre-test and post-test. The pre-test was conducted in the preliminary research while post-test was conducted at the end of cycle 1 and 2. The result of the test was used to know how well the students understand the text of listening. To analyze the qualitative data, the researcher analyzed the improvement of the teaching learning process based on the results of questionnaire, interview, and field notes.The result of the research showed that the use of Podcast has helped students to get exposed to correct pronunciation. By constantly listening to Podcast of native speakers of English, students develop their skill not only in listening but also in pronouncing the words in English correctly. It also has helped the students in improving the students’ vocabulary mastery. In conclusion, by listening to Podcast, students can improve their pronunciation and vocabulary mastery so that they also can speak more during the speaking activity.Based on the result of the study, it can be concluded that students’ pronunciation in English can be improved by the use of Podcast. Therefore, it is recommended that teachers and students can use Podcast as one of the alternative techniques in teaching and learning speaking.Keywords : Podcast, Proununciation, Speaking Skill, Action Research

scholarly journals Transfer of Teacher Training Skills in Classroom

2013 ◽  
Vol 2 ◽  
pp. 69-73 ◽  
Author(s):  
Tara Bahadur Thapa
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Situation ◽  
The Public ◽  
Classroom Activities ◽  
Teaching Learning ◽  
Day By Day

Teacher training helps to increase teaching and learning process in the classroom. Its impact in classroom situation brings a good result in all teaching learning process and children’s overall development. However, in spite of the intensive teacher training, the public school’s achievements seem poor day by day in the context of Nepal. Many factors play the role to transfer the training skills to the classroom successfully. The effect of training in teaching and learning denotes the betterment of overall situation of classroom activities. So this article highlights on the existing situation of teacher training and the transfer of its skills in the classroom. Academic Voices, Vol. 2, No. 1, 2012, Pages 69-73 DOI: http://dx.doi.org/10.3126/av.v2i1.8292

scholarly journals Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices

2021 ◽  
Author(s):  
Birgit Pepin ◽  
Rolf Biehler ◽  
Ghislaine Gueudet
Keyword(s):  
Engineering Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Review Paper ◽  
Current System ◽  
Future Research ◽  
Special Issue ◽  
Innovative Teaching ◽  
Learning Practices ◽  
Teaching Learning

AbstractThe aim of the special issue is to bring together important current international research on innovative teaching and learning practices in mathematics in engineering education, and to develop deeper understandings of the characteristics of current teaching and learning practices that can inform the design and implementation of future innovative practice. The focus of this review paper is to provide a state-of-the-art overview of this emerging field at the cross-roads between mathematics and engineering education, in addition to introducing the papers of this special issue. To guide this paper, we posed three review questions: (1) How can current (teaching/learning/study) practices of mathematics in engineering education be characterized with a view towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital, social) used, and what are those that appear also well suited for innovative courses?; (3) What are promising innovative practices in mathematics in engineering education, and what are the implications for curriculum reform? Looking back across the studies we summarized in the review, we conclude that they are lagging behind the more fundamental changes that are happening in engineering education, whilst addressing selected aspects of innovative changes within the current system of engineering education. At the same time, the nine papers of this special issue contribute new perspectives for innovative practices in mathematics in engineering education, for a better understanding of current practices and for future research.

scholarly journals Pembelajaran Menyenangkan Sebagai Upaya Menanggulangi Pandemi Covid-19

Epistema ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Pujiriyanto Pujiriyanto
Keyword(s):  
Educational Technology ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Strong Relationship ◽  
Lesson Plans ◽  
Comprehensive Understanding ◽  
Teaching Learning ◽  
Teachers Training

Artikel ini bertujuan untuk menjelaskan konsep dan prosedur praktis model pembelajaran joyful learning dalam rangka pelatihan guru di Gantiwarno Klaten yang dilakukan oleh Tim PPM dari Departemen Kurikulum dan Teknologi Pendidikan. Pembelajaran yang menyenangkan di dalamnya terdapat hubungan yang kuat antara pendidik dan siswa, tanpa merasa terpaksa atau merasa tertekan. Relasi antara guru dan siswa nampak perlu dirubah dalam posisi egaliter. Perkembangan teknologi informasi memungkinkan siswa mendapatkan informasi lebih cepat dan beragam. Pola pembelajaran daring Joyful learning merupakan suasana belajar-mengajar yang menyenangkan agar siswa memfokuskan perhatiannya penuh pada pembelajaran sehingga waktu untuk memfokuskan perhatiannya tinggi. Waktu yang tinggi untuk memusatkan perhatian terbukti meningkatkan hasil belajar. Keadaan aktif dan menyenangkan tidak cukup jika proses pembelajaran tidak efektif yaitu tidak menghasilkan apa yang harus dikuasai siswa setelah proses pembelajaran berlangsung, karena pembelajaran mempunyai sejumlah tujuan pembelajaran yang harus tercapai. Oleh karena itu, penting bagi para guru untuk memahami pentingnya menerapkan pembelajaran yang menyenangkan dalam proses belajar mengajar sehari-hari dan untuk konteks saat ini lebih penting lagi karena selama pandemi COVID-19 siswa dibombardir dengan tugas yang banyak dan juga materi yang bertubi-tubi selama masa belajar School From Home (SFH). Masa belajar selama pandemi tidak bisa dilihat sebagai pembelajaran yang menyenangkan lagi. Untuk itu, Jurusan Kurikulum dan Teknologi Pendidikan hadir untuk memberikan pemahaman yang menyeluruh tentang pembelajaran yang menyenangkan, bagaimana konsep dikonstruksi dan juga praktik pembelajaran yang menyenangkan mulai dari penyusunan rencana pelajaran (RPP) hingga simulasi model pembelajaran yang menyenangkan dalam bentuk. acara PPM guru di Gantiwarno, Klaten.Kata kunci: Pembelajaran menyenangkan, guru, RPPThe purpose of this paper is to explain the concept and practical procedures of joyful learning model in the context of teachers’ training in Gantiwarno Klaten, done by PPM Team from the Department of Curriculum and Educational Technology. Joyful learning is a learning process in which there is a strong relationship between educators and students, without feeling forced or depressed (not under pressure). The teacher positions himself as a facilitator and student learning partner. This is possible because of the rapid development of information technology that allows students to get information faster from the teacher. Fun learning is a fun teaching-learning atmosphere so that students focus their full attention on learning so that the time to focus their attention is high. The high time to focus attention has been shown to improve learning outcomes. An active and pleasant state is not enough if the learning process is ineffective, that is, it does not produce what students have to master after the learning process takes place, because learning has a number of learning objectives that are achieved. Therefore, it is significant for teachers to understand the important of applying joyfull learning in their daily teaching and learning process more importantly during the pandemic COVID-19 as students are bombarding with a full pack of assignments and also materials that lead to the learning during the pandemic can not be seen as a joyful learning anymore. Thus, the Department of Curriculum and Educational Technology are presence to provide a comprehensive understanding of joyful learning, how the concept is constructed and also the practice of joyful learning starting from the preparation of lesson plans (RPP) to simulating joyful learning models in the form of PPM event for teachers in Gantiwarno, Klaten.Keywords: Joyful learning, teachers, lesson plans.  

scholarly journals Meta-Analysis Approach towards Importance of In-Service Training in Teacher’s Professional and Social Development

2019 ◽  
Vol IV (III) ◽  
pp. 250-256
Author(s):  
Zafar Saleem ◽  
Mohummad Ishaq ◽  
Ziarab Mahmood
Keyword(s):  
Teacher Training ◽  
Social Development ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Teaching Profession ◽  
Instructional Technologies ◽  
Vital Importance ◽  
Efficiency And Effectiveness ◽  
Service Training ◽  
Teaching Learning

The paper highlights the significance of in-service training and establishes that its role cannot be denied in a teacher’s professional and social development. It plays significant role in enhancing teacher’s competencies and improves teacher’s teaching skills. Its role is of vital importance in achieving teaching and learning outcomes. In-service teacher training enables teacher to have awareness about the advanced instructional technologies used in the teaching-learning process. This equips teacher with modern teaching tools, enhancing a teacher’s efficiency and effectiveness. The in-service teacher training program is a systematic attempt to change teacher’s attitudes and beliefs and also bring changes in classroom practices. A teacher undergoes different experiences and practices after joining teaching profession. In-service teacher training improves these experiences and practices. Its role is also of vital importance in developing quality education.

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 Perspectives of Teacher Trainees’ Preparedness and Adoption on Integration of ICT in Public Teacher Training Colleges in Kenya

2020 ◽  
Vol 8 (9) ◽  
pp. 13-35
Author(s):  
Alice Omariba
Keyword(s):  
Teacher Training ◽  
Student Teacher ◽  
Teaching And Learning ◽  
Instructional Process ◽  
Teaching And Learning Environment ◽  
Teacher Trainees ◽  
Teacher Training Colleges ◽  
Contact Hours ◽  
21St Century Learners ◽  
Teaching Learning

This study was concerned with perspectives of student teacher trainees’ preparedness and adoption on integration of ICTs in public teacher training colleges. Effective preparedness and adoption on integration of ICTs contributes greatly to the quality of education delivered in an instructional process. The rationale was based on the view that properly designed and integrated ICTs add value to teaching and learning environment on which contact hours are limited. The curriculum needs academic standards and the development of digital age skills for the 21st century learners to fit in the global job market. The findings revealed that there was a significant relationship. However, preparedness on integration of ICTs was at an infant stage. The study also revealed that the training is only offering pedagogy, content, knowledge but not the technology which make integration a reality in the classroom setting. Inadequate infrastructure to enhance integration and that the student teacher trainees revealed lack policy that will help adoption on integration of ICTs in teaching learning process.

scholarly journals CONTEXTOS DE FORMAÇÃO E PROFISSÃO DE PROFESSORES: diálogos entre a UNIFAL-MG (Brasil) e UMINHO (Portugal)

2021 ◽  
Vol 28 (2) ◽  
pp. 160
Author(s):  
Helena Maria dos Santos Felício ◽  
Carlos Silva ◽  
Daniela Schiabel
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Professional Activity ◽  
Initial Training ◽  
Professional Profile ◽  
On Line ◽  
Teacher Professional ◽  
Online Forms ◽  
Teachers Training ◽  
University Training

Este trabalho analisa as relações que professores em atividade profissional, egressos do curso de Pedagogia da UNIFAL-MG e dos cursos de formação de professores para a Educação Básica da UMINHO, fazem entre os desafios do exercício da docência e a formação inicial realizada nestas instituições. Enquanto recorte de um projeto de investigação, construímos a análise a partir da epistemologia construtiva interpretativa, sobre algumas das questões formuladas em um questionário on-line. A partir dos núcleos de significação estabelecidos, foi possível considerar: que a formação inicial de professores no Brasil e em Portugal apresentam aspectos comuns; que os professores egressos apontam aspectos referentes à relação entre teoria e prática, no sentido de elucidar que a atividade profissional deve ser considerada com maior propriedade pela formação inicial, tanto pela valorização de unidades curriculares relacionadas à prática profissional, pela indicação sobre a importância da prática e da necessidade da valorização e aumento deste componente no currículo, como pela percepção de descontextualização da formação inicial. Pretende-se com este diálogo produzir conhecimentos que possam ser validados como contribuições pertinentes para a formação de professores, no sentido da melhoria da construção de suas propostas curriculares dessas instituições, ponderando a articulação entre o campo de formação na universidade e o campo de trabalho nas escolas, considerando a valorização da criação de um “terceiro espaço” numa perspectiva de um “isomorfismo pedagógico”, através do estabelecimento de um perfil profissional do professor e um perfil de aprendizagens do estudante congruentes entre e si.Palavras-chave: formação inicial de professores; egressos; terceiro espaço; isomorfismo pedagógico.CONTEXTS OF TEACHERS’ TRAINING AND PROFESSION: discussion between UNIFAL-MG (Brazil) and UMINHO (Portugal)Abstract This work analyses relations that teachers in professional activity, alumni from UNIFAL—MG Pedagogy Course and UMINHO teacher training in Basic Education courses, have between the teaching exercise challenges and the initial training performed in these institutions. As a cutting from an investigation project, one has built the analysis from the epistemology constructive interpretation, over formulated questions in online forms. From the established meaning cores, it has been possible considering: that teacher initial training in Brazil and Portugal present common aspects; that alumni teachers point regarding aspects to the relation between theoretical and practice, in sense of elucidate that professional activity must be considered with higher propriety by teacher training, as such appreciation of curricular units related to professional practice, as such indication over the practice importance and the necessity of appreciation and enhancement of this curriculum component, as such perception of de-contextualization of initial training. One intends, with this discussion, producing knowledge that might be valid as relevant contributions to teacher training, in sense of improving the construction of their curricular proposes from these institutions, regarding the articulation between university training field and working school field, considering the appreciation of establishment of a “third field” in a “pedagogic isomorphism” perspective, through setting a teacher professional profile and student learnings profile consistent between themselves.Keywords: initial teacher  training; alumni; third field; pedagogic isomorphism.CONTEXTOS DE FORMACIÓN Y PROFESIÓN DE LOS PROFESORES: diálogos entre UNIFAL-MG (Brasil) y UMINHO (Portugal)ResumenEste trabajo analiza las relaciones que los profesores en actividad profesional, egresados del curso de Pedagogía de UNIFAL-MG y de los cursos de formación de profesores para la Educación Básica de UMINHO, hacen entre los desafíos del ejercicio de la docencia y la formación inicial realizada en estas instituciones. Como un fragmento de un proyecto de investigación, elaboramos el análisis a partir de la epistemología constructiva interpretativa, sobre algunas de las cuestiones formuladas en un cuestionario en línea. Desde los núcleos de significación establecidos, fue posible tener en cuenta: que la formación inicial de profesores de Brasil y Portugal tienen aspectos comunes; que los profesores egresados apuntan aspectos referentes a la relación entre teoría y práctica, en el sentido de elucidar que la actividad profesional debe ser considerada con mayor propiedad por la formación inicial, tanto por la valorización de unidades curriculares relacionadas a la práctica profesional, por la indicación sobre la importancia de la práctica y de la necesidad de la valorización y aumento de este componente en el currículo, como por la percepción de descontextualización de la formación inicial. Se pretende con este diálogo producir conocimientos que puedan ser validados como contribuciones pertinentes para la formación de profesores, en el sentido de la mejora de la construcción de sus propuestas curriculares de esas instituciones, ponderando la articulación entre el campo de formación en la universidad y el campo de trabajo en las en las escuelas, considerando la valorización de la creación de un "tercer espacio" en una perspectiva de un "isomorfismo pedagógico", mediante del establecimiento de un perfil profesional del profesor y un perfil de aprendizajes del estudiante congruentes entre sí.Palabras-llave: formación inicial de profesores; egresados; tercer espacio; isomorfismo pedagógico.

scholarly journals Effectiveness of Multimedia in the Development of Teachers Training Institutes at Tertiary Level in Khyber Pakhtunkhwa (Pakistan)

2012 ◽  
Vol 2 (6) ◽  
pp. 1
Author(s):  
Qaiser Suleman ◽  
Zulfiqar Ali Behan ◽  
Azra Fanoos
Keyword(s):  
Teacher Training ◽  
Educational Attainment ◽  
Prospective Teachers ◽  
Learning Process ◽  
Control Group ◽  
Tertiary Level ◽  
Khyber Pakhtunkhwa ◽  
Teaching Learning ◽  
Teachers Training ◽  
Experimental Group

Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more effective, dynamic and productive (Suleman, et al. 2012). The purpose of this study was to explore the effectiveness of the multimedia in the development of teachers training institutes at tertiary level in Khyber Pakhtunkhwa. The objectives of the study were; (a) to find out the effects of multimedia on the educational attainment of prospective teachers at tertiary level (b) to determine whether teaching through multimedia is more effective than the traditional method of teaching at tertiary level (c) to examine the effects of multimedia on the educational attainment of higher and low achievers (d) to investigate whether the prospective teachers can retain the learning for a longer time when they taught through multimedia and (e) to make workable recommendations to enhance the teaching learning process through multimedia and other educational technologies. All the prospective teachers studying in public and private teachers training institutes at tertiary level in Khyber Pakhtunkhwa constituted the population of the study. The study was delimited to the prospective teachers of Kohsar Public Schools and College Latamber (Karak) and Hussan Model Degree College Chokara (Karak) studying at B.Ed level. The study was further delimited to the subject of Teacher Education. Forty prospective teachers of B.Ed level from these two institutions were selected as sample of the study. Sample prospective teachers were divided into two groups i.e. control group and experimental group on the basis of pre-test. Each group was comprised of 20 prospective teachers. The study was experimental in nature therefore pre-test and post-test research design was used as research instrument. After statistical analysis of the data, the researchers arrived at the results that multimedia plays a fundamental role in teaching of teacher training programmes at tertiary level. Multimedia was found to be more effective in clarifying difficult concepts of the prospective teachers. The students of experimental group showed extraordinary performance as compared to the students of control group. On the basis of the findings, it is strongly recommended that provision of multimedia should be ensured and utilized in teachers training institutes at tertiary level..Keywords: Effectiveness, Multimedia, Development, Teacher Training Institutes, Tertiary Level

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