Research of Teacher Education Technology Capacity and Training Modes

2014 ◽  
Vol 635-637 ◽  
pp. 2063-2066
Author(s):  
Bo Li
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Online Education ◽  
Complex Method ◽  
School Teachers ◽  
School Based ◽  
Training Mode ◽  
Remote Training ◽  
The Hierarchical Structure ◽  
And Training

This article first defines the meaning of educational technology and the ability of educational technology is divided into five levels, and the hierarchical structure of a rational argument; then to primary and secondary schools in the region for the sample of students and teachers conducted a survey to find out the ability of educational technology in the school and their teachers feedback on the training focuses on the training mode, this proposed training program for school teachers. Discussion on the training mode, the paper proposes a "complex method" training mode from the macro, in the form of centralized training and school-based training combined with training and noted that currently favored by teachers is still focused on face-linear form of training, but with the development of technological capabilities to improve teacher education and online education, the paper forecasts the network remote training will become a mainstream mode of training.

scholarly journals Mentoring for school-based teacher education

2021 ◽  
Vol 16 (5) ◽  
pp. 2389-2401
Author(s):  
Ieva Margevica-Grinberga ◽  
Indra Odiņa
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
New Teacher ◽  
Initial Teacher Education ◽  
Education Student ◽  
Ministry Of Education ◽  
Teacher Education Student ◽  
School Based ◽  
Common Understanding ◽  
And Training

Due to the shortage of teachers at schools, the Ministry of Education and Science in Latvia has devoted special attention to fast track of teachers to teaching starting new teacher education project to attract capable and motivated professionals from various fields to the work of a teacher. This also raised the necessity for the development of programme and training competent teachers to act as mentors in school-based teacher education programme. The study aimed to explore and evaluate mentor education in the context of work-based (school-based) initial teacher education. The research sample consisted of 55 participants of mentor professional development programme and 2 mentor trainers. The data analysis of participants’ questionnaires, reflections, mentor trainers’ self-evaluations and feedback on participants’ assignments led to the guidelines for building partnership between schools and universities to promote a common understanding of school-based teacher education.   Keywords: mentor education; school-based teacher education; student teacher; university-school partnership

The Use of Information Technology to Promote Professional Development: Studies in Teacher Education

2014 ◽  
Vol 568-570 ◽  
pp. 1955-1958
Author(s):  
Mei Bie ◽  
De Cheng Liu ◽  
Ya Xian Xu
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Information Technology ◽  
Teacher Education ◽  
Educational Reform ◽  
Middle School Teachers ◽  
Information Literacy ◽  
Training Needs ◽  
School Teachers ◽  
And Training

Using the information technology appropriately will positively affect the professional development of the teachers and, in turn, the educational reform towards the direction where we hope it to go. A survey about the teacher IT ability and training needs has been carried out from 2011-2013. More than 300 primary and middle school teachers are involved in our questionnaire and interview. Most of the teachers (76.84 percent) believe the improvement of the information literacy will be of great benefit their professional development.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

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