scholarly journals Teachers in In-Service Training in Special Education With and Without Pre-Service Teacher-Education Training : A Survey

2003 ◽  
Vol 41 (1) ◽  
pp. 3-13
Author(s):  
Yasuhiro MATSUZAKI
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Service Training ◽  
Pre Service Teacher Education ◽  
Education Training ◽  
Pre Service Teacher

scholarly journals Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers

2019 ◽  
Vol 11 (9) ◽  
pp. 2532 ◽  
Author(s):  
Woonsun Kang
Keyword(s):  
Teacher Education ◽  
Secondary Teachers ◽  
Latent Class ◽  
Perceived Barriers ◽  
Educational Institutions ◽  
Service Training ◽  
Structural Barrier ◽  
Pre Service Teacher Education ◽  
The Individual ◽  
Pre Service Teacher

The objective of this study was to identify whether there are any homogeneous subclasses of teachers exhibiting different profiles of barriers to implementing ESD among Korean secondary teachers, and to examine whether teachers’ experiences of taking an ESD course in their pre-service teacher education and in their in-service training on ESD are predictive of membership in subclasses of perceived barriers to implementing ESD. Korean secondary teachers from various subjects were selected as a sample. I carried out latent class analysis (LCA) on barrier variables and assessed the association of both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD with membership in the latent subclasses using multi-nominal logistic regression. These analyses were performed using PROC LCA. Research results are as follows: Firstly, four latent classes were identified: the few barrier, the individual barrier, the combination of individual and class-driven structural barrier, and the combination of individual and structural barrier. Secondly, both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD were significant predictors of latent class membership. The current study could potentially assist both pre-service teacher educational institutions and in-service teacher training organizations with strategies designed to improve ESD competency among teachers.

Development of ICT Competency in Pre-Service Teacher Education

2013 ◽  
pp. 65-75 ◽  
Author(s):  
Valentina Dagiene
Keyword(s):  
Teacher Education ◽  
Knowledge Society ◽  
Ict Literacy ◽  
Self Evaluation ◽  
Service Training ◽  
Information And Communication ◽  
Key Competencies ◽  
Pre Service Teacher Education ◽  
Teachers Training ◽  
Pre Service Teacher

Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.

Development of ICT Competency in Pre-Service Teacher Education

2011 ◽  
Vol 2 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Valentina Dagiene
Keyword(s):  
Teacher Education ◽  
Knowledge Society ◽  
Ict Literacy ◽  
Self Evaluation ◽  
Service Training ◽  
Information And Communication ◽  
Key Competencies ◽  
Pre Service Teacher Education ◽  
Teachers Training ◽  
Pre Service Teacher

Starting from the key competencies for a knowledge society, this paper examines the information and communication technology (ICT) competency needed by teachers for effective teaching in the 21st-century. The paper analyzes the existing pre-service education programmes for teachers’ ICT competency in Lithuanian universities and colleges, self-evaluation of future teachers of their technological and pedagogical ICT competency, and comparison of these results with the course requirements for the teachers’ educational ICT literacy, based on the existing Lithuanian requirements for teachers’ pedagogical ICT literacy programmes. The paper is based on the data of the research study “Teachers’ Training on ICT Application in Education” developed by the Institute of Mathematics and Informatics in 2009. Conclusions and recommendations of the study have been proposed to implement deeper content-based modules for pedagogical ICT competency and skills in all-level pre-service teacher education as well as in-service training courses.

Transmitting Transactive Pedagogy: A Dilemma of Pre-Service Teacher Education in Drama

2007 ◽  
Vol 28 (2) ◽  
pp. 120-129
Author(s):  
Debra McLauchlan
Keyword(s):  
Teacher Education ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher
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