Search results for: Training
Page 1/2 11 items
Effects of a Training Package to Increase Teachers’ Fidelity of Naturalistic Instructional Procedures in Inclusive Preschool Classrooms
Despite a plethora of research on the effectiveness and utility of naturalistic instructional procedures, few studies have examined the training and coaching practices used to prepare teachers to use these procedures. The authors trained two preschool teachers of inclusive classrooms to use naturalistic instructional procedures within the context of their daily activities. The training package consisted of the most commonly utilized teacher training and coaching practices. Teachers evaluated the social and ecological validity of the training and coaching practices throughout the study. Results indicated that both teachers acquired target naturalistic instructional procedures with concomitant decreases in the number of unrelated task demands presented to children. Teachers reported idiosyncratic differences across social and ecological validity ratings. Implications for future research and teacher training are discussed by the authors.
Updated: Jul. 29, 2019
Impact of an In-service Training in Neurocognitive Insights on Teacher Stress, Teacher Professionalism and Teacher Student Relationships
The present study explores the impact of a training in neurocognitive insights on teachers’ stress. The authors found that the training had a significant impact on the stress experienced by teachers in their professional and personal functioning. The participants experienced less stress, more confidence and less impulsiveness. Furthermore, the participants showed a greater awareness of functioning, state of mind and stress, as well as clear prefrontal attitudes. The participants also mentioned changes within themselves and their professional environment. They indicated that teacher–student relationships were improved and unwanted or problematic students’ behavior was decreased.
Updated: Mar. 11, 2018
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.
Updated: Feb. 06, 2018
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.
Updated: Sep. 04, 2016
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.
Updated: Apr. 20, 2016
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.
Updated: Jul. 29, 2015
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.
Updated: Dec. 22, 2014
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.
Updated: Mar. 17, 2014
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.
Updated: Feb. 04, 2014
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.
Updated: Oct. 19, 2009