Search results for: Teacher training
Page 1/3 23 items
Teachers’ motivations for master’s degree programs in education in Israeli teacher training institutions and the implications for government policy-making concerning those programs
The study aimed to identify teachers’ motivations to study Master of Education (M.Ed.) programs offered by teachers’ training colleges. M.Ed. degree programs have become available in Israel since 2004, with a rapid increase since then in the number of colleges offering various programs and a consequent increase in the number of graduates. M.Ed. degrees follow one of two teaching approaches: (1) top-down/transmission of knowledge (2) bottom-up transformative studies to support teachers’ professional autonomy. The study’s methodology included examining data from multiple sources: documentation concerning the academic programs, government policy statements, and surveys administered to teachers who had graduated successfully from M.Ed. programs over the past decade and are now working in the field. The authors found that after the first decade of M.Ed. courses in Israel, significantly more programs incline towards the bottom-up/transformative approach, aiming to promote individual, personal and professional development instead of adopting the transmission approach. Teachers prefer M.Ed. programs at universities that include research. Yet their motivation to study is primarily intrinsic motivation, whether they aspire to study at universities or at teachers’ training colleges. Results are pertinent for government planning of teachers’ professional development. Further study into the needs of teachers is required to endorse these conclusions.
Updated: Mar. 01, 2020
Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia
This research aimed to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100).
Updated: Jan. 30, 2020
Troops to Teachers (TtT) is a UK governmental scheme introduced in 2013 to facilitate ex-military service personnel to re-train as teachers. This narrative study explores the accounts of a sample of new TtT trainees at the onset of their training and considers their motivations for career changing, potential transferable attributes and skills, aspirational teacher identities and anticipated challenges. Emerging from these rich narratives is a strong, shared commitment to the trainees’ chosen new career. Self-discipline is identified as a professional quality to take into teaching from military service, whilst maintaining discipline in the classroom is more commonly regarded as an area of concern and challenge, rather than as a transferable skill set, challenging core governmental expectations of the Troops to Teachers initiative. However, the importance of and a desire and commitment to continue to ‘serve’, is widely held, reflecting a particular narrative refraction of the TtT trainees. This provides potential for further, perhaps longitudinal study, as the troops become teachers. The study affirms the potential for further investment in a wider recruitment strategy for career-change teachers more generally, as providing an experienced and motivated professional workforce for schools.
Updated: Jan. 05, 2020
Preservice teachers in this study (N = 121) received training in evidence-based practices for vocabulary instruction via a series of three training modules. They then completed one of two practice conditions—creating a multimedia product to teach a vocabulary word or completing a non-multimedia learning task during class. The two practice conditions resulted in similar gains on the knowledge measure, but the group that created the multimedia product significantly outperformed the group that completed the non-multimedia task in a demonstration of instruction. Implications for teacher education are discussed by the authors.
Updated: Jul. 29, 2019
This study aimed to learn more about the millennial students, what they felt was important to learn, what resources were most important, and how they would evaluate some of their own skills. The findings reveal that the millennial preservice teachers in this study indicated what they wanted most to learn in their teacher education program was about how to manage student behavior. The findings also suggest that millennial preservice teachers understand that their future students will come from a variety of cultures and backgrounds and have a range of abilities.
Updated: Aug. 30, 2018
This study investigates by means of a survey and semi-structured interviews whether the teacher perceives staff development as a management model, a shop-floor model or a partnership model; what effects are perceived by teachers in higher education; what kind of motivation is apparent when teachers decide to participate in a staff development activity and significant differences between the kind of motivation regarding the effects perceived by teachers. The results show that all respondents were satisfied after following a shop-floor staff development session and most respondents were aware of a learning process.
Updated: Jun. 06, 2017
Special Education Teachers’ Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings
The purpose of this study was to gain a better understanding of current practices in paraeducator supervision. From the interviews, three themes emerged: creating effective teams, ensuring appropriate training and evaluation, and recommendations for the field. Practices for paraeducators working with students with low incidence disabilities in general education settings are noted in the first two themes.
Updated: Jan. 30, 2017
This study focused on the students’ perception of the role of the pedagogical advisor. A uniform voice identified in participants’ responses clearly expressed a desire to be viewed as partners and have a more active role in the program in terms of their own learning process. At the same time, they also expected their pedagogical advisors to lend not only professional but also personal support and to help them cope with all aspects of the program.
Updated: Jan. 01, 2017
This longitudinal study examined the curricular approaches of 14 student-teachers in training to teach Jewish subjects, from the preservice training stage through the beginning of teaching in secondary schools. This study focuses on the student-teachers’ approaches to curriculum and the differences in their attitudes toward two formal study programs: Jewish Philosophy and Bible studies, that differ in character and essence. The study’s findings identified differences in the curricular approaches held by the participating student-teachers from the beginning of training through professional teaching. Furthermore, it seems that the institutional component was a significant factor in the differences between the two subjects.
Updated: Aug. 28, 2016
‘These Are Not the Realities I Imagined’: An Inquiry into the Lost Hopes and Aspirations of Beginning Teachers
The concept of the Program for Excellence in Teaching (PET), formulated at colleges of education in Israel, was designed to train teachers who not only exhibit excellence but also have potential to influence the educational system and institute change therein. This study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their professional expectations and the disparity between intentions and implementations that happens as the beginning teachers encounter the reality in schools. This study assesses the dissonance between students’ and beginning teachers’ self-expectations in light of the PET context.
Updated: Aug. 24, 2016