scholarly journals The University Pablo de Olavide and Sadiel. Teacher training program in the development of e-learning contents: a case study

2005 ◽  
Vol 2 (2) ◽  
Author(s):  
David Puente
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teacher Training Program ◽  
E Learning ◽  
The University

scholarly journals Using Moodle Quiz to respond to emergency: a case study with a tertiary L2 French teacher

2021 ◽  
pp. 243-247
Author(s):  
Salomi Papadima-Sophocleous ◽  
Savvi Antoniou
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Online Teaching ◽  
French Language ◽  
Short Paper ◽  
Tertiary Level ◽  
Teacher Training Program ◽  
Expected Outcomes

This short paper reports on the case of a tertiary level French language practitioner self-training in using Moodle Quiz during the Covid-19 pandemic online emergency remote teaching (Hodges et al., 2020). As no teacher training program included a topic such as ‘how to deal with the pandemic’, switching to online teaching was done under emergency conditions (MacIntyre, Gregersen, & Mercer, 2020). The practitioner had taken advantage of the situation and explored ways of self-training. She took advantage of Moodle Quiz (MQ) affordances. She experimented with different ways MQ could be used to construct a diverse number of quiz activities, embedded with audio and video, infused with elements of constructivism, and aiming at catering for the aims and expected outcomes of the specific students and course. Self-training helped the practitioner face the challenges of online emergency teaching as she developed knowledge, skills, and experiences necessary for creating online interactive activities.

scholarly journals Evaluation of the teacher training program on the subject of social and national education developed for the basic stage in the Directorate of Education of the University Area: تقويم برنامج تدريب المعلمين على مبحث التربية الاجتماعية والوطنية المطوّر للمرحلة الأساسية في مديرية تربية لواء الجامعة

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ahmad Yahya Kokash
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Training Program ◽  
Statistical Significance ◽  
First Semester ◽  
Bachelor Of Science ◽  
National Education ◽  
Teacher Training Program ◽  
Basic Stage ◽  
The University

This study aimed to evaluate the teacher training program on the social and national education curriculum developed for the basic stage in the Directorate of Education of the University Brigade. The study followed the descriptive approach. The sample consisted of all new teachers in the public schools affiliated to the Education Directorate of the University's College in Amman during the first semester of the academic year 2017/2018, Where they numbered (100) teachers and teachers. In order to verify the objectives of the study, a questionnaire was prepared consisting of (23) paragraphs divided into (3) areas: trainer evaluation, evaluation of the content of the training program and evaluation of the results of the training program. The results of the study showed that the teachers' assessment of the training program in the field of developed social and national education curricula was high in all fields. The results did not show any statistically significant differences in the estimations of the training teachers of the training program due to gender but showed that there were differences of statistical significance according to the scientific qualification of the teachers attributed to those with a Bachelor of Science qualification

Teacher education in cooperative learning and its influence on inclusive education

2020 ◽  
Vol 23 (3) ◽  
pp. 277-290
Author(s):  
Yolanda Muñoz-Martínez ◽  
Carlos Monge-López ◽  
Juan Carlos Torrego Seijo
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Cooperative Learning ◽  
Training Program ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Positive Influence ◽  
Teacher Training Program ◽  
Depth Interviews

This article presents the study of the perception of teachers and principals participating in a teacher training program about cooperative learning with the focus on the transformation of teaching practices for inclusive education. The aim is to analyze the effect of a teacher training program on teaching practices and school transformation. We carried out an exploratory case study involving eight public schools of the Community of Madrid. Twenty-nine teachers (including principals) and two counselors agreed to participate. The process involved discussion groups, in-depth interviews, questionnaires about the training received, and analysis of documents (reports, stories, and projects). The results found that there is a positive influence on how students live together, their learning, emotional intelligence, and social relationships.

Blended Teacher Training Program

2021 ◽  
pp. 337-358
Author(s):  
Marcos Andrei Ota ◽  
Andreia Cristina Nagata ◽  
Tatiane Carvalho Ferreira
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teaching Practices ◽  
Basic Education ◽  
Training Programs ◽  
Digital Learning ◽  
Learning Spaces ◽  
Teaching Methodologies ◽  
Teacher Training Program

Nowadays information is processed quickly, and it provides new ways of interaction between the students and the teachers. The digital learning process has entered in our schools and has also brought a great discussion: how to teach in the digital age. To answer it, the authors aim to present a case study about the teacher training program developed in a blended model. Its purpose was to support the teaching practices and to rethink the learning spaces as well as to generate reflections on the issues of how to evaluate the application of active methodologies which are used in the basic education. A total of 20 teachers from four private schools in São Paulo have completed the training program. Thus, it enabled considerable advances in the planning of active classes. It was noticed, according to the results, that the teaching methodologies represent a challenge to be overcome in new training programs.

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