Perceived Relevance of Teaching Practice Exercise in the Teacher Training Programme by A Nigerian University Undergraduates: A Case Study of Olabisi Onabanjo University, Ago-iwoye, Nigeria.

2007 ◽  
Vol 9 (1) ◽  
Author(s):  
J B Bilesanmi-Awoderu
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Training Programme ◽  
Perceived Relevance ◽  
Nigerian University ◽  
University Undergraduates

scholarly journals Play for Adults: Play-Based Approaches in Teacher Training

2019 ◽  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Intergenerational Relationships ◽  
Training Programme ◽  
Social Emotional ◽  
Short Article ◽  
The Impact ◽  
Creativity And Innovation ◽  
Academic Content

Although play exemplifies one of the highest forms of experiential learning and can foster creativity and innovation in adults, it is less frequently used explicitly in adult training. This short article explores a play-based approach to enhance teachers’ confidence in using play-based pedagogy through a case study on the Continuum of Teacher Training (COTT), Right To Play International’s in-service teacher training programme. The CoTT is a 21-day programme, which is contextualized and delivered in 16 countries. It integrates play-based learning methods into teaching practice while aligning with local curriculum and infusing academic content with social-emotional skills development. The article concludes with preliminary insights on the impact of the model on children’s social-emotional learning and academic achievement and argues for the critical importance of play for adults to support intergenerational relationships and quality play-based approaches.

scholarly journals Influencing pre-service teachers’ beliefs and practices: a case for an experimental teaching experience.

2016 ◽  
Author(s):  
Sibo Kanobana ◽  
Bart Deygers
Keyword(s):  
Teacher Training ◽  
Prospective Teachers ◽  
Qualitative Case Study ◽  
Teaching Experience ◽  
Training Programme ◽  
Teaching Beliefs ◽  
Beliefs And Practices ◽  
Experimental Teaching ◽  
Teachers Beliefs

Previous research has indicated that experience is a more effective tool than theory in changing the teaching beliefs of prospective teachers. This qualitative case study includes the perspectives of stakeholders of a teacher training programme in order to determine the influence of its practical components on pre-service teachers' beliefs and practices. The qualitative study corroborates the findings of earlier studies that showed the limited impact of theoretical knowledge, but also shows that even a comparatively limited experiential component can have a substantial influence on pre-service teachers' beliefs and practices. Additionally, the study includes a number of implications for teacher training curricula.

scholarly journals Examining the Effectiveness of In-Service English Language Teacher Training in Khartoum State/Sudan 2011/2012

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Omer Elsheikh Hago Elmahid ◽  
Hatim Sami Mahmoud Bioumi
Keyword(s):  
Teacher Training ◽  
English Language ◽  
Positive Impact ◽  
Training Programme ◽  
Language Teachers ◽  
Educational Institutions ◽  
Language Teacher ◽  
British Council ◽  
English Language Teachers

<em>This study aims at investigating the effectiveness of in-service English language teacher training in Khartoum state: A case study of in-service teacher training programme “English for Teaching 1” (EfT1) provided by the British Council (2011-2012). The Researchers adopted the descriptive analytical method to analyze the collected data. The tool used to collect data was a questionnaire which was analyzed with the Statistical Packages for Social Science (SPSS). All the Hypotheses of the study were verified to be true and according to the analysis of the questionnaire. The study has come up with the following findings: Teacher training programme English for Teaching (1) (EfT(1)) has a positive impact on developing teaching process, the components of the programme satisfy the training needs of the English language teachers in Khartoum State, and the trainees who attended the programme have a positive attitude and opinions towards the programme. The study has been included with some recommendations that reflect the importance of in-service teacher training for Sudanese English language teachers and the effectiveness of partnership between national and international educational institutions in this field.</em>

Non-Native Teachers Investigating New Englishes

Aula Abierta ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 585-592
Author(s):  
Jaroslaw Krajka
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Digital Literacy ◽  
Data Retrieval ◽  
Training Programme ◽  
Language Analysis ◽  
Native Teachers ◽  
Do It Yourself ◽  
Training Programmes

While teacher-as-methodology-researcher paradigm in the area of methodology is quite firmly established, teacher-as-language-researcher is less common, especially in teacher training programmes. Much less emphasis is placed on equipping teachers (especially non-natives) with skills of language analysis, hypothesis posing, data retrieval and analysis. The use of ready-made language corpora in preparing classroom data and creating materials is still inadequately covered in teacher training programmes, let alone putting future teachers in the shoes of linguistic researchers observing the changing face of English. The purpose of this paper is to present a case for promoting teacher-as-language-researcher attitudes in the graduate teacher training programme. A case study is presented, in which student teachers were gradually introduced into New Englishes, through existing corpora, text retrieval and compilation, and — finally — do-it-yourself concordancing. The data from questionnaires and teacher diaries will illuminate upon the viability of self-made corpus compilations as a part of 21st century digital literacy.

scholarly journals Anos Iniciais do Ensino Fundamental: por onde anda a Geografia? / Early years of elementary school: where is the Geography?

2016 ◽  
Vol 26 (46) ◽  
pp. 382
Author(s):  
Samara Mirelly Silva ◽  
Vicente De Paula Leão
Keyword(s):  
Teacher Training ◽  
Professional Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Undergraduate Research ◽  
Training And Development ◽  
Early Years ◽  
Higher Education Pedagogy ◽  
Faculty Of Education

<p>Este artigo trata do ensino de Geografia nos Anos Iniciais do Ensino Fundamental (AIEF) e da formação docente referente à Geografia nos cursos superiores de Pedagogia. Assim sendo e para apreendermos mais sobre o universo em questão, foi realizado um estudo de caso no âmbito de iniciação científica no curso de Pedagogia da UFSJ e em duas escolas no município de São João del-Rei, MG. Durante a realização desta pesquisa foram aplicados questionários à graduandos do curso e à professores já atuantes. Como resultado percebeu-se que o ensino de Geografia nos AIEF possui limitações e desafios que vão desde a formação e valorização do profissional de educação a sua estrutura curricular na escola básica. Desta forma, considera-se que enquanto componente curricular obrigatório, a Geografia deve estar presente nos cursos de formação inicial de professores para os AIEF, nos currículos oficiais e também nos currículos praticados. A fim de contribuir para que os alunos desenvolvam habilidades e competências que os capacitem a pensarem e atuarem de forma crítica no espaço, enquanto cidadãos deste mundo complexo.</p><p><strong>Palavras–chave:</strong> Educação Geográfica; Formação Docente; Prática Docente.</p><p><strong>Abstract</strong></p><p>This article deals with the geography, teachings in the years basic education initial(AIEF) and teacher training related to geography in higher education pedagogy. To apprehend more about the universe in question it conducted a case study in undergraduate research within the faculty of education of UFSJ and two schools in São Joao del Rei, MG. During the research applied questionnaires to graduates of the course and already active teachers. As a result it was realized that the teaching of geography in AIEF has limitations and challenges ranging from training and development of professional education to it's curriculum in primary school. Thus, it's considered that while a mandatory component of the curriculum, geography must be present in the initial courses for teachers to AIEF in official curricula and also in the prevailing curricula in order to help students to develop skills and competencies that enable them to think and act critically in a space as a citizen of this complex world.</p><p><strong>Keywords</strong>: Education of Geography; Teacher Training; Teaching Practice.</p>

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