scholarly journals Study on Innovation of Teacher Training Model in Basic Education from the Perspective of “Blended Learning”

2012 ◽  
Vol 5 (3) ◽  
Author(s):  
Huabai Bu ◽  
Shizhen Bu
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Basic Education ◽  
Training Model

Blended Learning in Teacher Profession Education (PPG) of Germany Education as The 21st Century Teacher Training Model

2020 ◽  
Vol 4 (2) ◽  
pp. 125-133
Author(s):  
Dewi Kartika Ardiyani ◽  
Primardiana Hermilia Wijayati ◽  
Edy Hidayat
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Digital Media ◽  
21St Century ◽  
Time Allocation ◽  
Professional Competence ◽  
Training Model ◽  
Problem Formulation ◽  
Teacher Professional ◽  
Syllabus Design

This study aims to solve problems related to the policy of Teacher Professional Development (TPD) program. This research produces a syllabus of in-office TPD for the German language to solve problems faced in the field; it is necessary to provide provision and preparation for lecturers so that the preparation and implementation of learning have the same standards and goals and the percentage of pedagogic material is more than the professional content. Meanwhile the composition of the competency test is otherwise. In this study, a new policy of TPD is formulated based on 21st century competencies and 21st century learning models that have been successfully applied in Australia, namely a life skills-based learning approach, or known as life- based learning. This framework has become the flagship program for learning innovation at the State University of Malang. The research employed a research and development method that begins with problem identification or problem formulation. The syllabus design is created and developed based on performance and needs analysis, and oriented to the principles of teacher training in the 21st century. These principles are reflected in the syllabus which contains pegadodic competences, professional competence, the ability to use digital media through blended learning and digital-based learning. Based on the results of the validation by German learning experts  and  suggestions  from  users,  it  can  be  concluded  that  the  PPG  German syllabus design is feasible to use. Nevertheless, it is necessary to refine the time allocation according to the needs and clarity of evaluation and assessment.

POST-BOLOGNA POLICIES FOR TEACHER EDUCATION IN PORTUGAL: TENSIONS IN BUILDING PROFESSIONAL IDENTITIES

2017 ◽  
Vol 21 (1) ◽  
pp. 181-201
Author(s):  
Carlinda Leite ◽  
Preciosa Fernandes ◽  
Fátima Sousa-Pereira
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Professional Socialization ◽  
Bologna Process ◽  
Training Model ◽  
Teaching Profession ◽  
Point Of View ◽  
The One ◽  
The Bologna Process ◽  
The Impact

Abstract:The article analyses the model of initial basic education teacher training in Portugal resulting from the commitments made in the framework of the Bologna Process. This analysis focuses on the impact that the policy guidelines - that point to an improvement in education quality - have on the socialization with the teaching profession. The empirical study analyses policy guidelines for teacher training and the opinions of teachers responsible for initial teacher training courses obtained through a survey. Overall, the data show a moderate agreement with policies concerning teacher training and some tensions regarding the training model adopted. On the one hand, it is pointed out that this model offers reduced opportunities of professional socialization, but, on the other hand, it is considered that it allows greater flexibility in obtaining a degree to teach in different levels of the education system. From this point of view, it can be considered that this model resolves educative system problems related to teachers placement, currently facing an elevated number of teachers which is higher than necessary in some school levels.Resumen:El artículo analiza el modelo de formación inicial de maestros de educación básica en Portugal, como resultado de los compromisos hechos en el marco del Proceso de Bolonia. Se centra en los efectos que las políticas -que apuntan a una mejora en la calidad de la educación- tienen en la socialización de la profesión docente. La investigación analiza documentos políticos que orientan la formación de maestros y las opiniones de los profesores encargados de los cursos de la formación inicial obtenidas por cuestionario. En general, los datos muestran un moderado acuerdo con las políticas de formación de maestros y algunas tensiones en relación con el modelo de formación adoptado. Por un lado, se señala que este modelo ofrece reducidas oportunidades de socialización profesional, pero, por otro lado, se considera que permite una mayor flexibilidad en la obtención de una habilitación para ejercer la profesión en diferentes niveles del sistema educativo. Desde este punto de vista, se puede suponer que este modelo puede resolver problemas relacionados a la ubicación de los maestros, que enfrenta situaciones de exceso de docentes en algunos niveles de Educación Básica.

A Study on the Development of Life-Stage Teacher Training Model: Focus on Gangwon-do Office

2017 ◽  
Vol 17 (19) ◽  
pp. 101-121
Author(s):  
Chul Hee Park ◽  
◽  
Kyung Yong Min ◽  
Wang Jun Kim ◽  
◽  
...  
Keyword(s):  
Teacher Training ◽  
Life Stage ◽  
Training Model

Southwest University's No-Fee Teacher-Training Model

2013 ◽  
Vol 46 (2-3) ◽  
pp. 16-29
Author(s):  
Shijian Chen ◽  
Shuhan Yang ◽  
Linyuan Li
Keyword(s):  
Teacher Training ◽  
Training Model

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

scholarly journals The Development of Chorus Motivation Scale (CMS) for Prospective Music Teacher

2017 ◽  
Vol 6 (3) ◽  
pp. 323
Author(s):  
Ilhan Ozgul ◽  
Nalan Yigit
Keyword(s):  
Factor Analysis ◽  
Teacher Training ◽  
Student Perceptions ◽  
Factor Model ◽  
Training Model ◽  
Music Teacher ◽  
Geographical Regions ◽  
Confirmatory Factor ◽  
Motivation Scale ◽  
Motivation Strategies

The purpose of this study was to develop a Chorus Motivation Scale (CMS) that is tested in terms of reliability and construct validity by determining the student perceptions of effective motivation strategies in Chorus training in Turkish Music Teacher Training Model. In order to develop a Chorus Motivation Scale, Questionnaire-Effective Motivation Strategies in Chorus Training was applied to second-year, third-year, and fourth-year students who study at Music Teacher Training departments of nine different state universities from seven geographical regions in Turkey (N=794). Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted in accordance with new/initial scale development procedures. Analysis of the data reveals a good structure model comprising reliable factors. Confirmatory factor analyses indicated that a model including factors representing the dimensions Leadership, director/student attention, achievement and anxiety was the best fit. The four-factor model yielded RMSEA and SRMR values (≤.05) demonstrating an excellent fit and CFI value with an adequate fit to the data. Cronbach’s alpha and initial-final reliability results indicated good to excellent consistency across all CMS subscales, with coefficients ranging from .64 to .90.

scholarly journals A ABORDAGEM PIKLER E A ORGANIZAÇÃO DO ESPAÇO PARA BEBÊS NA EDUCAÇÃO INFANTIL

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 01-07
Author(s):  
Renata Pavesi Cocito
Keyword(s):  
Teacher Training ◽  
Day Care ◽  
Basic Education ◽  
Care Center ◽  
Day Care Center ◽  
The World ◽  
Space Organization ◽  
Education And Care ◽  
Age Range ◽  
Institutional Space

The article comes from the studies carried out on the Pikler approach to promote teacher training and improvement of the work developed in a university day care center, focusing on the organization of spaces for babies. The objective is to present piklerian contributions for the organization of the institutional space for infants (children up to 1 year and 6 months of age). As methodology, we adopted bibliographic research. The Pikler approach originated in Budapest with the Hungarian physician Emmi Pikler who conducted the education and care of orphaned children from 1946. In studying the Pikler approach we understand space as a support to support babies in their motor acquisitions and their insertion in the world. The ample space, with little but adequate furniture and materials thought and selected for the specifics of the age range, allows the baby to experience the space with his body and, in this way, can gradually perceive and insert himself in the world that surrounds him . The actions of space organization, in the light of the Pikler approach, place the baby at the center of the pedagogical process and suppress the evidence and protagonism of the adult, still so present in this stage of Basic Education. The baby, powerful, capable and active, needs a context that supports him and allows him to experience his childhood with freedom and care.

scholarly journals Is Specialized Training a Basic Necessity for Special Students Teaching?

2020 ◽  
Vol 15 (9) ◽  
pp. 85
Author(s):  
Samuel Chege Kinuthia ◽  
Anne Christine Wanjiru Kabui
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Special Schools ◽  
Cross Sectional ◽  
Overt Behavior ◽  
Empirical Inquiry ◽  
National Examination ◽  
Descriptive Survey ◽  
Behaviorist Theory ◽  
Structured Questionnaire

Every individual irrespective of their profession, requires requisite training to enable them to do a particular job with reasonable accuracy, achieving desired results. Mid-school is the stage between primary basic education and the tertiary level and in Kenya it is referred to as secondary education that is evaluated with a national examination (KCSE) at the end of the four years. Teachers’ role in a students’ performance cannot be underestimated where students with or without disabilities are subjected to the same national examinations. Performance in the national special schools in Kenya does not compare favorably with that of ordinary national schools irrespective of same caliber of teachers in both. This necessitated an empirical inquiry into whether there is need for extra training for teachers in special schools. The study sought to establish the influence of teacher training on the performance of special schools in Kenya. The performance of a school is measured based on the overall mean attained in KSCE examinations. The study focused on the national schools that are in the category of special schools in Kenya. The study is anchored on Behaviorist theory which states that learning is a function of change in overt behavior. A cross-sectional descriptive survey was carried out where data was collected using a self-administered semi structured questionnaire. Study findings indicate that 76.6% of variation in performance is predicted by training implying that relevant training of teachers in special schools is critical in achieving the expected learning outcomes with quality grades in KCSE that are pivotal in determining learners’ career paths. The study recommends creating an enabling environment and support to teachers willing to pursue training in special education. Further research should be done to determine how the subsector can be adequately funded both for initial and on-the-job special teacher training for special needs schools.

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