scholarly journals Examining High-performing Education Systems in Terms of Teacher Training: Lessons Learnt for Low-performers

2018 ◽  
Vol 7 (1) ◽  
pp. 42
Author(s):  
Erkan Çer ◽  
Ekrem Solak
Keyword(s):  
Hong Kong ◽  
Teacher Training ◽  
Teaching Practices ◽  
Student Assessment ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Teacher Training Programs ◽  
Service Training ◽  
Selection Of

The quality of a teacher plays one of the most important roles in the achievement of an education system. Teachertraining is a multi-dimensional process which comprises the selection of teacher candidates, pre-service training,appointment, in-service training and teaching practices. Therefore, this study focuses on teacher training processes inSingapore, Shanghai-China, Hong Kong-China and Turkey and aims to discover the reasons for success in Program forInternational Student Assessment (PISA) by relating it with teacher training processes. Singapore, Shanghai-China,Hong Kong-China were chosen to study because their educational systems were ranked among the high-performingeducational systems in 2016. This study was a qualitative research and document analysis method was used to collectdata about the relevant countries' teacher training processes. The result of the study suggested some practicalconsiderations for teacher training programs in low-performing education systems about the selection of teachercandidates, pre-service training, appointment, in-service training and teaching practices.

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

scholarly journals Mathematics and informatics teacher education perspectives

2010 ◽  
Vol 51 ◽  
Author(s):  
Eugenijus Stankus ◽  
Valentina Dagienė
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Training ◽  
Training Programs ◽  
University Faculty ◽  
Teacher Training Programs ◽  
Service Training ◽  
Vilnius University

The ongoing reform of Lithuanian higher education affected teacher education (or pre-service training) as well. Therefore it is important to review and update teacher training programs and to discuss them within community. This paper presents an overwiev, issues and perspectives of mathematics and informatics teacher training at the Vilnius University Faculty of Mathematics and Informatics.

Tanzanian experience of In-service Teacher Training in Astronomy through the NASE program

2019 ◽  
Vol 15 (S367) ◽  
pp. 368-370
Author(s):  
Noorali T. Jiwaji
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Training Programs ◽  
Specific Training ◽  
Group Program ◽  
Face To Face ◽  
Hands On ◽  
Teacher Training Programs ◽  
Service Training ◽  
And Mathematics

AbstractWe provide our first experience of Astronomy training as an in-service training of teachers of Science in Primary schools, and teachers of Geography, Physics and Mathematics in Secondary Schools necessitated due to lack of Astronomy specific training in their teacher training programs. The hands-on training was conducted in collaboration with the IAU Commission 46 Working Group program of Network of Astronomy Schools Education (NASE). Experiences from both face to face and virtual sessions conducted during the Covid19 period and in preparation of a major African solar eclipse, are discussed.

scholarly journals Students of Teacher Training Programs and Their Views on STEM: A Focus Interview

2021 ◽  
Vol 16 (3(61)) ◽  
pp. 115-137
Author(s):  
Martyna Szczotka ◽  
Katarzyna Szewczuk
Keyword(s):  
Teacher Training ◽  
Stem Education ◽  
Training Programs ◽  
Basic Research ◽  
Organizational Conditions ◽  
Early School ◽  
Teacher Training Programs ◽  
International Research Project ◽  
Selection Of

This paper presents the outcomes of a pilot study conducted with a group of students pursuing teacher training programs as part of the international research project called “Kitchen Lab for Kids” delivered under the “Erasmus+; Key Action 2” scheme. The aim of the research was to find out about students’ opinions on STEM education, including the determination of the level of their knowledge about this trend. In this context, particular attention was paid to issues related to the goals of STEM education, problems and challenges that they may generate, as well as the needs (organizational conditions) necessary to implement this type of activity. The respondents also had the opportunity to present their own experiences in organizing and conducting STEM classes. The research was carried out with the use of the qualitative methods, where the basic research method was focus interview. The research group consisted of 8 students of teaching faculties, mainly pre-school and early school education. The selection of research units was purposeful. The conducted qualitative analysis of the material collected during the focus interview showed that STEM education is still a novelty among students of teaching faculties. Future teachers have little experience in the implementation of activities taking into account the STEM model, but it should be expected that the coming years will result in a number of changes and activities in this area.

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