scholarly journals An Evaluation of Local Mentor Support in AE E-Teacher Educational Technology Integration Online Teacher Training Course

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Yasemin Yelbay Yilmaz ◽  
Seher Balbay
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Training ◽  
Online Survey ◽  
English Language ◽  
Practical Implementation ◽  
Course Content ◽  
Teacher Training Programs ◽  
Mentor Support ◽  
Online Teacher Training

This study addressed a different approach to online language teacher training programs. The researchers investigated the pros and cons of having local mentor support for an online course titled Using Technology in the English Language Classroom provided by the AE E-Teacher Program. The course was offered to preservice teachers from 24 different universities across Turkey. The study collected data through a pre- and post-online survey and individual semistructured interviews. The results revealed that while local mentoring as a supplement to the main course content contributed to teacher candidates’ emotional and professional attachment to their profession by helping them relate theory to contextualized educational settings, it can still be improved by the integration of more interactive tasks that would help the attendees refer to specific practical implementation of the educational technology tools introduced in the program.

Course Content and Assignments of Teacher Preparation Programs in Vision

1991 ◽  
Vol 85 (3) ◽  
pp. 125-128 ◽  
Author(s):  
V.S. Stolarski ◽  
E J. Erwin
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Visual Impairment ◽  
Training Programs ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Course Content ◽  
Course Syllabi ◽  
Teacher Training Programs

While the future of many teacher preparation programs in vision remains unclear, the national demand for teachers who are trained in blindness and visual impairment continues to soar. Course syllabi from teacher training programs in vision were collected to ascertain what teacher trainers think is important content for preservice teachers. The findings revealed that course content, assignments, and requirements tended to vary among programs.

Increasing LGBTQ+ Competencies in Preservice Teacher Training Programs

2020 ◽  
pp. 1-24
Author(s):  
Kevin B. Balius ◽  
Susan Ferguson
Keyword(s):  
Preservice Teachers ◽  
Language Arts ◽  
Preservice Teacher ◽  
English Language Arts ◽  
English Language ◽  
Preservice Teacher Education ◽  
Preservice Teacher Training ◽  
Safe Spaces ◽  
National Conversation ◽  
Teacher Training Programs

As the national conversation forces LGBTQ+ rhetoric into the mainstream, some feel that the landscape is safe for those desiring to be open about their identity as well as for conversations and topics involving LGBTQ+ issues. Those who identify as LGBTQ+ and those who are familiar with or close to them might suggest a differing perspective—one that points to a deficit of safe spaces for discussing and being open about LGBTQ+ issues. While at times controversial, the English language arts classroom has been a forum for addressing issues that are difficult to discuss in other contexts, whether with literature as a backdrop for conversations or by utilizing written expression to work through concerns and questions. Since many educators seem unaware of the need for LGBTQ+ awareness, preservice teacher education is a place to begin. This chapter illustrates the need for equipping preservice teachers with the tools for introducing and discussing LGBTQ+ issues and topics through the context of the English language arts classroom.

Teaching Inclusive Classes: What Preservice Teachers in Israel Think About Their Training

2017 ◽  
Vol 16 (3) ◽  
pp. 293-303 ◽  
Author(s):  
Orit Gilor ◽  
Michael Katz
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Inclusive Education ◽  
Training Programs ◽  
High School Education ◽  
Interesting Point ◽  
Teacher Training Programs ◽  
Inclusive Teaching ◽  
To Receive ◽  
The Voice

This article sought to add the voice of the preservice teachers to the discourse by presenting their perceptions regarding the appropriateness of their training for teaching in inclusive-education frameworks. Preservice teachers completing their first (N= 18) or third year (N= 18) in the various types of teacher-training programs (early childhood, primary school, and high school education) were interviewed. The findings of the qualitative analysis revealed that the various training programs differed in terms of the scope of training for inclusion as well as in their approach to inculcating inclusive teaching. Findings indicated that preservice teachers preparing to teach in mainstream schools expected to receive better training for inclusive teaching than what is currently offered in their training programs. The interesting point is that these expectations develop during teacher training. A discussion of the findings highlights the need to introduce changes in the existing training programs to ensure that preservice teachers acquire and internalize the principles of inclusive teaching.

scholarly journals Actualizing Reader-Response Theory on L2 Teacher Training Programs

2012 ◽  
Vol 29 (1) ◽  
pp. 93
Author(s):  
Gary Harfitt ◽  
Blanche Chu
Keyword(s):  
English Language Learners ◽  
Teacher Training ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Teaching Strategy ◽  
Esl Teachers ◽  
Reader Response Theory ◽  
Tertiary Institutions ◽  
Teacher Training Programs

In this article we share our experiences of using poems in teacher-training courses where the students are predominantly second-language learners. We describe how we tried to help learners engage with a creative text through its language and meaning. We share our experiences of helping to facilitate the open expression of opinions and feelings in L2 teachers (both inservice and preservice) on creative texts, specifically the poem “My Papa’s Waltz” by Theodore Roethke. The use of this poem and others like it in teacher education courses in three of Hong Kong’s tertiary institutions has produced consistently impressive outcomes in terms of teachers’ responses to poetry in general. We aim to illustrate a teaching strategy that emphasizes the reader as expert and to show how this process leads EFL/ESL teachers as well as English-language learners (ELLs) to experience more lived, esthetic responses as part of their coursework.

Implementation of the Dcld Competency Standards

1980 ◽  
Vol 3 (2) ◽  
pp. 29-34 ◽  
Author(s):  
James E. Leigh
Keyword(s):  
Learning Disabilities ◽  
Teacher Training ◽  
Training Programs ◽  
Code Of Ethics ◽  
Learning Disabled ◽  
Children And Youth ◽  
Practical Implementation ◽  
Disabled Children ◽  
Certification Standards ◽  
Teacher Training Programs

This article discusses the DCLD Code of Ethics and Competencies for Teachers of Learning Disabled Children and Youth and reviews each of its stated purposes related to: teacher training programs, certification standards, employment criteria, and monitoring of ongoing professional practices. Recommendations are made for practical implementation of the competency statements. While some of the recommendations pertain to applications in the future, the discussion emphasizes the need to implement the DCLD competencies as soon as possible. Even though the philosophical and theoretical debates regarding learning disabilities will not be resolved by the DCLD document, implementation of the competency standards will lead to significant improvement of services to children with learning disabilities.

scholarly journals The Relationship between Mindful Attention Awareness, Perceived Stress and Subjective Wellbeing

2021 ◽  
Vol 18 (23) ◽  
pp. 12290
Author(s):  
Stevie-Jae Hepburn ◽  
Annemaree Carroll ◽  
Louise McCuaig
Keyword(s):  
Teacher Training ◽  
Perceived Stress ◽  
Online Survey ◽  
Subjective Wellbeing ◽  
Self Report ◽  
Initial Teacher Training ◽  
Mindful Attention ◽  
Teacher Training Programs ◽  
Mindful Attention Awareness Scale ◽  
Complementary Intervention

It has been suggested that mindfulness is a predictive factor in self-reported perceived stress. The present study aimed to investigate the link between mindful attention awareness, perceived stress and subjective wellbeing without the presence of a complementary intervention to promote mindfulness-based strategies. Methods: The online survey participants (N = 257) were university students enrolled in initial teacher training. Self-report measures included the Mindful Attention Awareness Scale (MAAS), Perceived Stress Scale (PSS) and Personal Wellbeing Index (PWI). Results: PWI was negatively correlated with PSS (r = −0.550, p = .001), MAAS was negatively correlated with PSS (r = −0.567, p = .001) and positively correlated with PWI (r = 0.336, p = .001). The mean score for PSS (M = 20.61, SD = 6.62) was above the reported norm (14.2). Conclusions: The findings suggest that higher levels of mindful attention awareness may be associated with lower levels of perceived stress and higher subjective wellbeing levels and lower levels of perceived stress may be associated with higher subjective wellbeing. The findings confirm that pre-service teachers are a demographic that experiences elevated levels of perceived stress regardless of the stage in initial teacher training programs.

scholarly journals Content, Language and Method Integrated Teacher Training (CLMITT) in Training Teachers of English as a Foreign Language (EFL) and Beyond

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Agnes Orosz
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
English Language Development ◽  
Student Perspective ◽  
Teaching Methodologies ◽  
Course Content ◽  
Initial Teacher Training ◽  
Ideal Approach ◽  
Teacher Trainer

<p>Content, Language and Method Integrated Teacher Training (CLMITT) is an educational model for teacher training developed by the author. It refers to an approach where trainees learn teaching methodologies through experiencing them while simultaneously integrating English language development into the training process. CLMITT can be used to train teachers in any context where the course content includes teaching strategies, skills, approaches or methods and where trainees also need to learn English (or another foreign language). Therefore, it is an ideal approach for training non-native English speaker teachers. Applying CLMITT involves the teacher trainer teaching a classroom method or technique by using that method itself during training sessions while using materials about that method. In this way, the content of the session and the method used to teach the session are the same, and trainees are not only learning <em>about</em> a teaching model or strategy but also <em>experiencing </em>it in action from a student perspective at the same time. In addition, they are also improving their English, since the whole exercise takes place in English. CLMITT can be applied in Initial Teacher Training (ITT) Programs as well as Continuous Professional Development courses. Trainee feedback after a CLMITT session showed that students felt it provided them with a much deeper understanding of the methods, approaches and strategies covered, while at the same time improving their English during the process.</p>

scholarly journals An Examination of the Courses for the Education of Exceptionally Talented Children in Special Education Teaching Programs in European Union Member States and Turkey

2018 ◽  
Vol 7 (6) ◽  
pp. 230
Author(s):  
Nilay Kayhan ◽  
Pelin Pistav Akmese
Keyword(s):  
Special Education ◽  
European Union ◽  
Preservice Teachers ◽  
Teacher Training ◽  
Analysis Technique ◽  
Teacher Training Programs ◽  
Teaching Programs ◽  
Undergraduate Programs ◽  
European Union Member States

Legal regulations about education and educational policies are important for the quality of the practices. It has been seen that many countries invest in the education of the individuals who will form a qualified society in the future and focus on the teacher training and quality. The teachers have a great role in determining the exceptionally talented individuals in Turkey, their education, directing their performances in accordance with their interests and talents, enabling them to benefit from support education. Accordingly, in order to determine what kind of competency the teachers gain regarding this pre-service area, the courses in the special education teaching undergraduate programs regarding the exceptionally talented area in European Union (EU) and Turkey have been investigated in terms of number, term and credit content. Qualitative research method and document analysis technique are used in the descriptive study which aims to determine an existing situation. The data were obtained from education reports published by EU member countries about their own education systems, United Nations Children Rights and Education reports and Council of Higher Education&rsquo;s Teacher Training Programs. For example, the preservice teachers are given theoretical information in the first classes, then receive education in which they can observe and show effective teaching skills with a mentor in the following years in the countries such as Belgium, the Czech Republic, Finland, Spain, Sweden, Luxemburg, and Malta.

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