scholarly journals Teacher training for professional education through a course of extension on emerging Technologies with open schooling

2021 ◽  
Vol 21 (71) ◽  
Author(s):  
Alexandra Okada ◽  
Claudia Eliane Da Matta
Keyword(s):  
Teacher Training ◽  
Professional Education ◽  
Emerging Technologies

scholarly journals IMPROVEMENT OF PROFESSIONAL TEACHER DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION

2016 ◽  
pp. 143-152
Author(s):  
Olena Volyarska
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teacher Development ◽  
Professional Education ◽  
Professional Competence ◽  
Educational Innovation ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Full Time ◽  
Teachers Professional Development

Comprehensive analysis of scientific studies of national and foreign scientists showed that the problem of the teachers’ professional development improvement has been represented in theoretical and practical philosophical, psychological and pedagogical science. The analysis of development of the postgraduate education tendencies, life-long professional education of adult learners, long-term scientific and pedagogical experience have revealed the relevance of research in the improving of the teachers professional development. This research has been appropriated by the increased requirements for postgraduate education and traditional approaches to the development of the teachers’ professional competences and by the necessity to cope with the existing stereotypes, changing attitudes and approaches to the teachers’ professional growth.The aim of the research is to identify the spheres of improvement for the professional development of teachers in the system of postgraduate education.The interpretation of the teachers’ professional development has been defined as an increase of their professional competence in the result of practical experience and prolonged purposeful and coordinated self-education in the conditions of formal, non-formal and informal adult education.The main directions of improvement of Ukrainian teachers’ professional development in our in-service teacher training include: 1) systematic implementation of educational innovation in postgraduate education content; 2) development of the blended forms of teacher training for providing educational possibilities for various special optional courses, trainings and seminars on full-time training conferences, consultations, participation in online conferences, electronic forums, chats on the distance remote basis; 3) creation of a system of the various modular courses and teacher trainings, which provides a clear definition, diagnosis and monitoring of professional competence components, based on a modular educational technology and which is one of the modern innovations in adult education; 4) development of partnership subject-subject interaction in in-service training, where the participants of training activities are oriented to the professional development, personal and professional growth.The results of studies have stated that a comprehensive personal training for teachers should be oriented to the development of their willingness to increase the effectiveness of the professional activities. In the further researches we consider the necessity of studying and generalization of international and national databases on the teachers’ continuous professional development.

Emerging Technology Skills among Library Professionals of Autonomous Engineering College Libraries in Karnataka

2018 ◽  
Vol 8 (2) ◽  
pp. 24-32
Author(s):  
P. Rathna ◽  
K. Divyananda
Keyword(s):  
Professional Education ◽  
Emerging Technologies ◽  
Emerging Technology ◽  
Vital Role ◽  
Technology Skills ◽  
Information Centre ◽  
Library System ◽  
The Status ◽  
Workforce Skills ◽  
Library Professionals

Library and information centre are of perennial importance to professional education institutions through all ages. Success of any library system depends on its workforce. Skills and abilities of library professionals plays vital role in serving their users to make them successful in their academic endeavors. Emerging technology Skills of library professionals working in autonomous Engineering College of Karnataka are analyzed to find the status of their skills and to make further recommendations. It is found that library professionals are having better skills in handling emerging technologies. Recommendations are made to improve skills further through various suggested ways.

scholarly journals Developing media literacy skills of future specialists in the contemporary teacher training education

2021 ◽  
Vol 97 ◽  
pp. 01033
Author(s):  
Yulia Semenova ◽  
Svetlana Sotnikova
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Media Literacy ◽  
Professional Education ◽  
Professional Competence ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Education Environment ◽  
Information And Communication ◽  
High Level

Development of media literacy looks especially crucial in context of globalization characterized by a high level culture-language interaction. Contemporary education environment is defined by intensive information saturation which demands skills to act effectively and be flexible from a modern teacher in accordance with constantly changing needs of modern community. Evidently, media literacy is a significant component of professional competence for specialists of modern teacher training education. The advanced level of media literacy skills allows to raise efficacy and quality of teacher training education which is aimed at training a specialist who is ready for development, improvement and selfrealization in professional sphere. Media literacy is connected with applying information and communication technologies in theory and practice of contemporary professional education. So, the term “media literacy” implies future specialist’s skills to work not only with mass media but with various information and communication sources allowing to search, select and present necessary information possibilities for solving academic, personal, cognitive and developing tasks.

scholarly journals motivation of students to the professional-pedagogical activity

2021 ◽  
Vol 7 (1) ◽  
pp. 449-467
Author(s):  
Viktoriia Yatsenko ◽  
Iryna Patsaliuk ◽  
Ihor Androshchuk ◽  
Yurii Dziurakh ◽  
Nataliia Diomidova
Keyword(s):  
Teacher Training ◽  
Professional Education ◽  
Graphical Representation ◽  
General Structure ◽  
Special Role ◽  
The European Union ◽  
Member States ◽  
Eu Member States ◽  
Subject Specialization ◽  
The Impact

Remuneration plays a special role in the context of choosing a profession, so students, choosing the profession of a teacher, in some way pay attention to the level of payment for this profession and its growth rate. The article aims to study the impact of motivation on the prospect of students choosing a teacher's profession on the example of EU member states. Methods: theoretical and conceptual analysis, description, generalization, induction, deduction, observation, comparison, tabular and graphical representation, quantitative analysis, and grouping. Results: it is determined that in the general structure of professional education of students in higher education institutions of the European Union member states a high share is occupied by students in the field of teacher training without subject specialization in Denmark, Malta, Spain, Bulgaria, Belgium and Cyprus and students in the field of teacher training with subject specialization - in Austria, Slovakia, Hungary, Belgium, Luxembourg, Malta, and Sweden.

The Recruitment, Training and Conflicts surrounding “Native teachers” in the Moravian Mission in the Danish West Indies in the Nineteenth Century

Itinerario ◽  
2016 ◽  
Vol 40 (3) ◽  
pp. 451-465 ◽  
Author(s):  
Jan Hüsgen
Keyword(s):  
Nineteenth Century ◽  
Teacher Training ◽  
Professional Education ◽  
School System ◽  
West Indies ◽  
Day Schools ◽  
Native Teachers ◽  
Danish West Indies ◽  
And Training

This article studies the role of indigenous teachers within the school system run by the Moravian mission in the Danish West Indies. The mission opened its first day schools for enslaved children in 1841 a few years before the abolition of slavery. The missionaries were reliant on the support of teachers of Afro-Caribbean origin, which were trained in one of the teacher training institutes run by the Mico-Charity Society. This article proposes that the recruitment of Afro-Caribbean teachers with different denominational backgrounds and professional education challenged the mission hierarchy. This will be pointed out by focusing on the recruitment and training of the teachers and by an analysis of their position within the mission society.

scholarly journals THE STATUS QUO OF TEACHER-TRAINING COURSES IN THE IRANIAN EFL CONTEXT: A FOCUS ON MODELS OF PROFESSIONAL EDUCATION AND DYNAMIC ASSESSMENT

2016 ◽  
Vol 3 (Special) ◽  
pp. 89 ◽  
Author(s):  
ABBAS A. REZAEE ◽  
MAHSA GHANBARPOUR
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Professional Education ◽  
Participant Observation ◽  
Dynamic Assessment ◽  
Status Quo ◽  
Content Analyses ◽  
The Status ◽  
Training Courses

Given that Teacher-Training Courses (TTC’s) have responsibility for assisting prospective teachers with building up a repertoire of technical and pedagogic knowledge, the systematically evaluation of such courses is regarded as seminal (Lynch, 2003 and Peacock, 2009). Therefore, the present study is an attempt to (a) probe into the way professional expertise is acquired by preservice Iranian EFL teachers, (b) analyze the instructional content of TTC’s currently held in Iran, with a focus on teachings on Dynamic Assessment (DA), and (c) examine preservice teachers’ and TTC trainers’ opinions about the TTC’s. To this end, 9 purposefully selected TTC’s were observed, employing participant observation, and content analyses were carried out on their syllabi. Also, 107 TTC participants filled out a questionnaire, and 14 TTC instructors were interviewed; the sampling of the TTC participants and instructors was nonprobability convenient. Results of descriptive statistics showed that accounting for 84.73% of all the instructional attempts, the craft model was the most frequently prevalent model of teacher learning. Content analyses and preservice teacher questionnaire results signified that writing skill was marginalized in all the courses, and none of them included instructions on DA in their syllabi. Open, selective, and axial coding as well as content analyses of the collected data gave rise to eight themes delineating major areas fueling the current research-practice divide in the TTC syllabi. Findings of the study provide an opportunity to examine the status quo, strengths, and weaknesses of the TTC’s. The eight identified impediments to the employment of research in pedagogy could help reach a framework for factors that might induce TTC organizers to disregard the implication of relevant research findings for the courses they run.

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