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Search Results for 'Training' (Keyword)
9 items found 1 / 1
1   |   From section Beginning Teachers
Online (web-based) Education for Mentors of Newly Qualified Teachers Challenges and Opportunities
This article aims to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs). The author identified the mentors' concerns about the use of technical tools, although during the course these concerns changed to a mainly positive attitude towards online education. Furthermore, the online course changes the teaching and learning prerequisites for the participants.
Publication Year: 2017    |    Updated in ITEC: January 11, 2018
2   |   From section Teacher Education Programs
The Impact of Training on Teaching Assistants’ Professional Development: Opportunities and Future Strategy
This article draws from a study into the impact of training for teaching assistants (TAs), additional adults deployed to support children and teachers, in one urban local educational authority in England. The objectives of the study, commissioned by the local educational authority, were to identify training and professional development for TAs and to determine the impact of training on children’s achievement and TAs’ professionalism so as to inform future strategy for the content and delivery of continuing professional development for TAs.
Publication Year: 2013    |    Updated in ITEC: September 4, 2016
3   |   From section Theories & Approaches
Changing Professional Discourses in Teacher Education Policy Back towards a Training Paradigm: A Comparative Study
This article is based on a comparative teacher education policy analysis in two countries: Sweden and England. The authors were interested to compare recent changes in two particular systems. In particular the authors are concerned with what may be termed education theory and professional scientific knowledge, which they define as content from the scientific study of the field of education practice in the education disciplinary core or in supporting disciplines within this policy development. The authors suggest that higher education teacher educators would have become trainers and mediators of Government policy, who understand their role as supporting professional work by offering principled guidance on classroom practice that is, at best, pre-digested theory.
Publication Year: 2013    |    Updated in ITEC: April 23, 2016
4   |   From section Teacher Education Programs
Results From the Quality Early Childhood Training Program
The purpose of this paper is to report the findings of the Early Childhood Training Program. This program was designed to increase the quality of care offered to children age 0 to 5 in a metropolitan area of Southern California. Participants were recruited from six center-based child care programs serving preschool-age children and included program administrators, teachers, teacher aides, and enrolled children. The six participating programs were assessed at four levels: program administration, classroom, teacher, and child. The results demonstrated that the largest effect sizes were seen at the program administration and classroom levels and that smaller effect sizes were found with regard to the teacher and child levels.
Publication Year: 2013    |    Updated in ITEC: August 2, 2015
5   |   From section Theories & Approaches
Back to the Future: Do Lessons from Finland Point the Way to a Return to Model Schools for Northern Ireland?
This article examines the school-based element of initial teacher education (ITE( and the ways in which it contributes to the professional learning of student teachers in university in Finland and university in Northern Ireland. In particular, the authors seek to assess the potential of Training Schools for Northern Ireland. Teaching/training schools have featured prominently in recent reviews of teacher education in England and Scotland and, while not specifically mentioned in the Northern Ireland (NI) review document, the overall concept could enrich the school-based element of ITE in NI, using existing collaborative networks of schools.
Publication Year: 2012    |    Updated in ITEC: December 23, 2014
6   |   From section Teacher Education Programs
Using a Modified Pyramidal Training Model to Teach Special Education Teachers to Conduct Trial-Based Functional Analyses
This study evaluates the effectiveness of a modified pyramidal training procedure. The participants in this training procedure were special education program coordinators, who were taught to conduct trial-based functional analyses and then provided support to special education teachers who were taught to conduct trial-based functional analyses and to calculate, graph, and analyze data. After training, the teachers conducted the trial-based functional analysis with over 85% accuracy and demonstrated criterion performance analyzing and graphing data.
Publication Year: 2013    |    Updated in ITEC: March 17, 2014
7   |   From section Theories & Approaches
Mastering Teaching and Learning through Pedagogic Partnership: A Vision and Framework for Developing ‘Collaborative Resonance’ in England
This article seeks to reframe teacher professional learning within the specific policy context of a new national model of master’s level professional development – the Master’s in Teaching and Learning (MTL) in England. The article describes the design and early implementation of this major national design initiative. Within the MTL core teaching and learning processes, four core strands of professional development are described: creating effective learning environments, developing effective professional learning, creating pedagogic awareness and effectiveness and developing wider school experience.
Publication Year: 2011    |    Updated in ITEC: February 6, 2014
8   |   From section Theories & Approaches
Toward a Pedagogy of Self
This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. The themes that emerged from the data led to the development of cognitive maps for practitioners that provide heuristics and developmental guides for practice, as well as refinements of the training protocols.
Publication Year: 2009    |    Updated in ITEC: November 10, 2010
9   |   From section ICT & Teaching
Higher Education Faculty Perceptions on Technology Integration and Training
The purpose of the study was to explore how faculty technology literacy and technology training impact the integration of technology into their pedagogy. Respondents surveyed in this study consisted of faculty members from the 15 peer institutions of the University of North Dakota.
Publication Year: 2009    |    Updated in ITEC: October 7, 2013