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 Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 254
Author(s):  
Roxana Acosta ◽  
Marina Tomás-Folch ◽  
Mónica Feixas
Keyword(s):  
Teaching Practice ◽  
Positive Impact ◽  
Training Programme ◽  
Teaching Quality ◽  
Teaching Philosophy ◽  
Engineering Sciences ◽  
Teaching Unit ◽  
Assessment Strategies ◽  
The Impact ◽  
And Training

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice.

scholarly journals The impact of role modeling on the professional identity of pre-service teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 143-152
Author(s):  
Lizette Drusila Flores Delgado ◽  
Irlanda Olave Moreno ◽  
Ana Cecilia Villarreal Ballesteros
Keyword(s):  
Teacher Training ◽  
Professional Identity ◽  
Teacher Identity ◽  
Role Models ◽  
Role Model ◽  
Teaching Practice ◽  
Comparative Method ◽  
Positive Role ◽  
Teacher Mentors ◽  
The Impact

Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher mentors as role models. Information gathered through the constant comparative method of data from the participants taken from their reflective journals, mentor-observations, and self-observations suggests that although working with a positive role model encourages the development of a stronger teacher identity and an improvement in their teaching practice, working with a bad role model can also have the same results.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Integrating lesson study in Myanmar teacher training

2019 ◽  
Vol 8 (1) ◽  
pp. 34-47
Author(s):  
Alison Victoria Shepherd
Keyword(s):  
Teacher Training ◽  
Education Reform ◽  
Lesson Study ◽  
Teacher Educators ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Content Type ◽  
The Impact ◽  
Practical Implications

Purpose This paper documents a case study implementing Lesson Study (LS) study into a two-year teacher training project in an education university training secondary school teachers in Lower Myanmar. The purpose of this paper is to stimulate interest and discussion about whether Lesson Study is a useful tool in continuing professional development (CPD), particularly within the unique context of developing country educational development. Design/methodology/approach Two LS cycles were evaluated by participants using a quantitative-qualitative questionnaire and the case study analysed by the author. Findings LS was a useful tool to encourage structured collaboration between university-level teacher educators, however, continued supported practice is needed to expand the benefits and ensure sustainability. Research limitations/implications A limitation of the case study is that the respondents were small in number compared to the number of participants. Furthermore, the questionnaire was not in respondents’ native language which will have affected how well they could communicate. Finally, it was difficult to separate the impact of other project activities from the perceived effects of LS. Practical implications This paper has practical implications not only for educators within Myanmar as the country continues its journey of education reform, but also for others implementing LS as a form of CPD, particularly in contexts where it is being introduced for the first time. Originality/value Until recently, little was known about Myanmar’s education system internationally. The paper documents the country’s first collaboration with outsiders since the start of the dictatorship to improve educational standards and the effects of introducing LS into this context.

Exploring the impact of a teacher development programme using a digital application on linguistic interactions in the classroom: a multiple case study

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Marta Gràcia ◽  
Ana Luisa Adam-Alcocer ◽  
Pamela Castillo Mardones
Keyword(s):  
Teacher Development ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Multiple Case Study ◽  
Progressive Increase ◽  
Digital Tool ◽  
Multiple Case ◽  
Reflective Questions ◽  
The Impact

Abstract This article reports on the use of a digital application (EVALOE-SSD) for the professional development of teachers to improve the linguistic competence of their students. We conducted a multiple case study that involved five teachers and their students from different schools. Over a period of three months, the teachers used the digital application to assess their classes, make decisions and introduce changes in their teaching practices. The results show that the change process includes stages of progress and stages of regression, but in general the trend was to a progressive increase in scores. Therefore, the use of the digital application improved the competences of teachers and students, regardless of the type of school or students’ age. This is shown in the cases of two teachers, which are analysed in greater depth. We believe that our findings are important as they document how self-reflection, stimulated by aids such as video recordings, reflective questions and pictures, facilitates a change in teaching practices. At the end of the programme, all the teachers stated that the experience of using the digital tool had clearly been enriching, and they had learnt and improved teaching practice linked to communicative competence.

Opportunities and Obstacles in the Competency-Based Training and Assessment of Primary Teachers in England

1999 ◽  
Vol 69 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Denis Hayes
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Primary Teachers ◽  
Competence Model ◽  
Qualified Teacher ◽  
Competency Based ◽  
Training Institutions ◽  
Competence Acquisition ◽  
The Impact

In this article, Denis Hayes discusses the competence model for teacher training in England in the 1990s. This model uses Circulars — policy guidelines that list competence statements — to outline the level of achievement that student teachers must reach before obtaining qualified teacher status. Hayes considers the impact that the competence approach to monitoring standards of achievement has had on teacher-training institutions and student teachers. He explores questions of terminology and examines the limitations of using a competence model, the difficulties of separating competences for the purposes of assessment and of structuring competence statements in a hierarchy that reflects the way that student teachers progress in their ability to teach. He presents a case study based on his own institution's attempt to develop a hierarchy of competence acquisition and cautions that a competence approach to the training and assessment of teachers is extremely complex. Hayes concludes that, in aligning their programs with the statutory competence model, teacher-preparation institutions must not neglect the developmental aspect of the skills that enable student teachers to reach the competences.

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