Teacher Training (teacher + training)

Distribution by Scientific Domains

Selected Abstracts

Strengthening the special educational needs element of initial teacher training and education

Gill Golder
In the academic year 2006,2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs and disability among those joining and those who are relatively new to the teaching workforce. This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three-year BEd (Honours) Secondary Physical Education course in the south-west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools. [source]

Hesitantly into the arena: An account of trainee teachers' and sixth form students' preliminary attempts to enter into dialogue through email

Nicholas McGuinn
Abstract Teacher training is increasingly accountable to central government. Trainees , the word itself is significant , are expected to demonstrate competence in a wide range of professional standards if they are to achieve qualified teacher status. Training partnership schools, understandably, impose their own conditions for entry into their ,communities of practice'. In these circumstances, trainees , and their trainers , have increasingly fewer opportunities for risk taking or for exploring new configurations of the teacher pupil relationship. This paper describes an attempt to exploit the potential of email as a means of granting access to a ,pedagogical arena' in which trainees and students might attempt to negotiate their own ways of working together. It concludes by suggesting that both groups found this a challenging task and by noting that the trainers involved decided that, if the project were to run again, a certain amount of autonomy would need to be sacrificed to direction. [source]

Teacher training and HIV/AIDS prevention in West Africa: regression discontinuity design evidence from the Cameroon

Jean-Louis Arcand
Abstract We assess the impact on teenage childbearing as well as student knowledge, attitudes, and behavior of a typical HIV/AIDS teacher training program in the Cameroon. Applying a regression discontinuity design identification strategy based on the key administrative criterion that determined program deployment, we find that 15,17 year old girls in teacher training schools are between 7 and 10 percentage points less likely to have started childbearing, an objective proxy for the incidence of unprotected sex. They are also significantly more likely to have used a condom during their last sexual intercourse. For 12,13 year old girls, the likelihood of self-reported abstinence and condom use is also significantly higher in treated schools, while the likelihood of having multiple partners is significantly lower. Copyright 2010 John Wiley & Sons, Ltd. [source]

Technology-Mediated Learning 10 Years Later: Emphasizing Pedagogical or Utilitarian Applications?

Article first published online: 31 DEC 200, Nike Arnold
Abstract: In recent years, educational technology has come a long way. Technological advancements and significant investments in computer equipment and training have opened new opportunities for foreign language teachers. In addition, instructional technology (IT) is now an accepted component of teacher training and foreign language teaching. This study addresses the question how IT actually is being used for foreign language learning in higher education. It reports the findings of an online survey, which was completed by 173 college foreign language teachers. Results suggest that the vast majority of participants do use computer technology for their teaching, but at a very basic level. Teachers' IT use seems to be motivated largely by utilitarian reasons, followed by a variety of pedagogical benefits. [source]

Exploring Daily Grading as a Form of Assessment in a College-Level Japanese Language Classroom

Seonghee Choi
ABSTRACT: Methods of evaluation affect learning in multiple and varied ways. The current distinction between testing and assessment invokes issues about which alternatives for evaluation are available and how they are applied in language classrooms. To explore a daily grading system as a form of assessment, this study surveyed 16 teachers and 90 students in college-level Japanese language classrooms where daily grading is practiced. The results showed that both teachers and students had positive beliefs about daily grading. It was also found that students had moderate anxiety levels when their performances were graded daily. In addition, the study revealed several areas of concern about daily grading. To use daily grading successfully as a language-learning assessment tool, appropriate and ongoing teacher training is recommended. [source]

,Making us do the things we ought to do': Constructing Teacher Identity in Alberta Normal Schools

K.A. Hollihan
Through an exploration of the practices characterizing teacher training, this paper critiques the operation of institutional power within an historical setting. Utilizing a tripartite model integrating the ideas of Foucault and van Gennep, the impact of (inmate) separation, examinations and awards are investigated as specific technologies that served to produce a definable inmate identity, one infused with institutional values and norms. Inmate voice figures prominently, and serves to remind us that the dynamic of power is not characterized by certainty. [source]

Follow-Up Comparisons of Intervention and Comparison Schools in a State Tobacco Prevention and Control Initiative

Phyllis Gingiss
The intervention, which was funded through the Texas Department of State Health Services, consisted of guidance, training, technical assistance, and reimbursement of approximately $2000 per year for program expenses. Self-administered written surveys for Principals and Health Coordinators, based on the School Health Education Profile Tobacco Module, were designed for periodic assessment of the status of school programs. Surveys were sent in 2002 to intervention (n = 74) and comparison (n = 60) schools. Response to the Principal Survey was received from 109 (81%) schools, and response to the Health Coordinator Survey was received from 84 (63%) schools. Survey analysis showed that intervention schools more frequently (p , .05) reported: (1) being extremely or moderately active in student cessation support, teacher training, policy development, family involvement, and assessment of the prevention program; (2) using recommended curricula, offering more tobacco-related lessons, involving more teachers, and using more recommended teaching methods such as role-playing, simulations or practice, and peer educators; and (3) having more interest in staff development and more funding to purchase release time. Similarities across schools are provided, as well as recommendations for future planning. (J Sch Health. 2006;76(3):98-103) [source]

The Role of Academic Discipline and Gender in High School Teachers' AIDS-Related Knowledge and Attitudes

Lori J. Dawson
ABSTRACT Adolescents represent the fastest growing segment of HIV+ individuals in the United States. Therefore, high school teachers should be both knowledgeable of and comfortable with issues related to HIV/AIDS. This study examined high school teachers' AIDS-related knowledge and attitudes. One hundred forty-one high school teachers from nine central Massachusetts high schools participated. Participants completed the "HIV/AIDS Knowledge and Attitudes Scales for Teachers," as well as questions regarding their teaching experience and academic disciplines. Results indicated a direct relationship between teachers' knowledge of HIV/AIDS and positive or supportive attitudes toward HIV/AIDS. Significant differences were found based on academic discipline, with allied health teachers scoring significantly higher on the knowledge scale than teachers in any other discipline. Specific examples are discussed, as is the need for increased teacher training and comprehensive AIDS education. [source]

Early patient contact in primary care: a new challenge

Ann-Christin Haffling
Background The Medical School of Lund University, Sweden, has introduced an early patient contact course, including training in communication and examination skills. The course runs parallel with theoretical subjects during the students' first two-and-a-half years. General practitioner (GP) participation is gradually increasing, and in the last half-year of the course GPs in all health centres in the area are involved. Little is known about the GPs' interest, competence and time for this new task. Aim To describe the GPs' attitudes towards teaching and the rewards and problems they experience. Subjects 30 GPs teaching third-year medical students. Method Semistructured interview study. Data analysis by a method described by Malterud. Results The attitude towards teaching was mostly positive and the teachers were confident about teaching examination procedure. Among rewards of teaching, improved quality of clinical practice was the main theme, but imparting knowledge to others, contact with enthusiastic students, and gains in self-esteem were also mentioned. Problems with teaching were mostly due to external factors such as lack of time and space, but concern about a negative effect on patient care was also recognized. Educational objectives of the course were not completely accepted. GPs were not fully aware about what to expect from the students, with subsequent problems concerning how to assess students' performance and how to give effective feedback. Conclusions The teaching of junior medical students is maintained by the GPs' enthusiasm for teaching. However, teacher training is required and the crucial issues of time and space have to be considered. [source]

Teaching consultation skills: a survey of general practice trainers

Alison Evans
Background Consultation skills are vitally important in general practice (GP), and now form part of the summative assessment of GP registrars in the UK. GP trainers need to be skilled in teaching consultation skills, and also need the time and resources to ensure that their registrars are competent in consultation skills. Aims To describe the teaching methods used by GP trainers in one deanery, the frequency of teaching of consultation skills, the problems encountered and the training that GP trainers have themselves received both in consultation skills and how to teach them. Method Postal questionnaire survey of all the 164 trainers in the Yorkshire Deanery. Results Replies were received from 129 trainers (response rate 79%) of which 123 could be analysed. Of these trainers, 45 (37%) trainers taught consultation skills fewer than five times a year, 45 (37%) five to 10 times, and 14 (11%) more than 10 times a year. A total of 24 trainers reported problems with teaching consultation skills, most commonly lack of time, technical difficulties, and unreceptive registrars, and 97 (79%) trainers had had some postgraduate training in consultation skills with 112 (91%) reporting some form of teacher training. Conclusion There is considerable variation in the reported frequency of teaching consultation skills, the models used, and the preparation of trainers for teaching, despite a systematic approach to teacher training in the Yorkshire Deanery. [source]

Promoting effective teaching and learning: hospital consultants identify their needs

Objectives The aim of this study was to help hospital consultants identify their needs in relation to teaching skills, leading to the development of a teacher training programme. Design The study was directed at all 869 consultants in the region and initially involved a postal questionnaire which had a 605% response rate. Setting Hospitals throughout Northern Ireland. Subjects Hospital consultants. Results Results from this questionnaire indicated that while the majority of respondents were interested teachers, only 34% had received any teacher training. The questionnaire was followed by a focus group study involving three groups of consultants drawn randomly from those who had responded to the questionnaire. Participants in these groups identified the following key areas of hospital education: qualities of hospital teachers; selection procedures; problems of teaching in hospitals; the need for teacher training and how it should be provided. Conclusion The study highlighted that hospital teachers need to acquire and update their teaching skills through attending courses that should include basic teaching and assessment/appraisal skills. These courses should last 1 or 2 days and be provided at a regional or subregional level. As a result of this study, teacher training courses have been developed in this region. [source]

Toward an Ecological CALL: Update to Garrett (1991)

This introduction to the 2009,Modern Language Journal,Focus Issue uses the lens of an ecological perspective on the acquisition of second languages to provide additional insights into the contributions by various computer-assisted language learning (CALL) scholars to this update on Garrett (1991), "Technology in the service of language learning: Trends and issues." After providing a thematic overview of the trends and issues discussed by Garrett (1991, this issue) and the other contributors, I discuss the most salient themes and controversies mentioned by the Focus Issue authors, including CALL and second language acquisition theory, empirical research and CALL, creation and use of CALL materials and technologies, social networking, assessment, the need for teacher training, and professional rewards. This introduction concludes with a section on the future of CALL as an independent field and with a look at future research and practical applications of CALL. [source]

Psychological research in educational technology in China

Ru-De Liu
Information and communication technology (ICT) has increasingly been bringing about significant changes in education in an ongoing process. The educational reform is not a mere technological issue but rather is based on an empirical grounding in a psychological research approach to learning and instruction. This paper introduces the research work on the application of ICT in education from the psychological perspective in China in the past three decades. The introduction focuses on four important issues with systemic theoretical thinking based on continuous empirical research and innovative practices. The first is dialectic constructivism which has offered some dialectic explanation for knowledge, learning and teaching, and balanced various contradictory aspects of learning and teaching. The second is theoretical thinking and instructional practice about the principles of learning environment design which emphasises learners' higher-order thinking, deep understanding, collaboration and self-regulated learning. The third is a model for the effectiveness and conditions of Computer-Assisted Instruction. The fourth is a framework for the integration of ICT and education and a zigzag training model for teacher training for integration. [source]

Strengthening the special educational needs element of initial teacher training and education

Gill Golder
In the academic year 2006,2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs and disability among those joining and those who are relatively new to the teaching workforce. This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three-year BEd (Honours) Secondary Physical Education course in the south-west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools. [source]

Productive pedagogies and the challenge of inclusion

Julie Allan
Julie Allan is Professor of Education at the Institute of Education, University of Stirling, where she also directs the Participation, Inclusion and Equity Research Network. In this article, she explores the challenges involved in achieving an inclusive education system. Her argument draws on recommendations from two separate studies, undertaken in Queensland, Australia and Scotland, which are attempting to shape inclusion policy and practice. The Queensland School Reform Longitudinal Study identified a set of productive pedagogies in which issues of social justice, equity and inclusion are foregrounded. The Scottish Parliamentary Inquiry into special needs, to which Professor Allan was adviser, recommended a number of changes aimed at establishing an inclusive education system for all pupils. Comparisons of the two sets of recommendations, which formed the basis of a series of workshops with teachers, school leaders and administrators within Education Queensland, have prompted two major questions which are addressed in this paper: what gets in the way of inclusive practice and what will it take to be inclusive? Julie Allan's responses to these questions take account of the ways in which we think about ,special education' teacher training and professional development; and educational policies and practices. She represents a fascinating set of ,double-edged responsibilities' that will challenge practitioners, policy makers and teacher educators to refocus and reframe their thinking about special educational needs and inclusion. [source]

Towards an inclusive school culture , but what happened to Elton's ,affective curriculum'?

Gerda Hanko
The inclusion debate is no longer concerned merely with the extent to which mainstream schools are able to accommodate all children regardless of need but increasingly focuses on institutional improvement in understanding the range of their needs. In spite of our better understanding of how children learn and of how their emotional and social realities can be used as a source of learning that is relevant to the needs of all, ,difficult' children continue to be seen by many as impeding their teachers' pedagogical effectiveness and as damaging the educational chances of others. In this article, Gerda Hanko, an education consultant and staff development tutor who has substantial experience in teaching and teacher training, offers an overview of the development of practical approaches to professional development which, by deepening teachers' insight into emotional and social factors in children's learning, have been shown to supersede the need to exclude the disaffected , as already suggested in the Elton Report. Gerda Hanko's own publications, initially developed under the auspices of a London Institute of Education associateship when she was Head of Education at a teacher training institution, promote collaborative problem-solving approaches among staff , ideas that she takes forward in this paper. [source]

Child protection training in sport-related degrees and initial teacher training for physical education: an audit

Claire Rossato
Abstract This article reports on an online survey of child protection training for students on sport-related and Initial Teacher Training Physical Education degrees, and on the views of recently graduated teachers of the usefulness of such training in their everyday work. The results indicate that child protection training is provided in most courses but in varying amounts. Respondents to the survey reported positively, in the main, about the effects of new requirements for teacher training (Every Child Matters: Change for Children, Department for Education and Skills, 2004). Reasons given for not including child protection in courses were: lack of time; the perceived vocational nature of the topic; lack of fit with course aims and objectives; lack of relevance; and the research rather than professional orientation of the course. Recently graduated teachers' views on their pre-service child protection training differed from the claims made about this in the survey. In particular, they raised concerns about their lack of preparation for dealing with potential child protection situations. The article concludes that child protection training within sport-related degrees is deficient in both consistency of delivery and in content, and that, in addition to preparing students to recognise signs and indicators of abuse, curricula should also address undergraduates' confidence and skills for responding to abuse in their everyday professional practice. Copyright 2008 John Wiley & Sons, Ltd. [source]

Training teachers to safeguard children: developing a consistent approach

Mary Baginsky
Abstract Earlier work on the preparation of student teachers to deal with child protection concerns had indicated that initial teacher training (ITT) providers were often struggling to determine what to include on the subject and who should provide the input, as well as coping with the difficulty of trying to fit it into an overfull curriculum. In an attempt to support this work, the National Society for the Prevention of Cruelty to Children (NSPCC) developed a course for this group of students. Although an evaluation indicated the need for the materials to be redrafted, the views of both those involved in the exercise and a subsequent survey of ITT providers not only contributed to the redraft but also to the debate around the most effective approach to training professionals to protect children and young people. Copyright 2005 John Wiley & Sons, Ltd. [source]