Sustainability in teacher training courses in a sample of German universities

2000 ◽  
Vol 1 (3) ◽  
pp. 280-289 ◽  
Author(s):  
Christa Henze
Keyword(s):  
Teacher Training ◽  
Training Courses ◽  
German Universities

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

scholarly journals Formação docente: exercício da coexistência de práticas que valorizem as diferenças culturais

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Solange Martins Oliveira Magalhães
Keyword(s):  
Teacher Training ◽  
Cultural Differences ◽  
Group Dynamics ◽  
Social Rights ◽  
Cultural Scripts ◽  
The World ◽  
Training Courses ◽  
Teachers Training ◽  
Culture Education ◽  
Theoretical Foundations

Resumo A sala de aula é lugar de sentidos e significados que atravessam tudo aquilo que é social. É espaço onde se estabelece o diálogo com as coisas do mundo, com a dinâmica dos grupos, e com diversos fundamentos teóricos ligados a diferentes projetos, que vão desde a transformação dos sujeitos, por meio da educação, à transformação do mundo, através dos sujeitos educados. A partir de uma concepção de educação que reclama por um processo de “democratização da cultura”, buscou-se valorizar os roteiros culturais dos alunos do curso de formação de professores – Pedagogia da Terra/UFG. O foco central foi estimular, nos cursos de formação docente, a participação de alunos e professores no exercício da tolerância e coexistência de práticas que valorizem as diferenças culturais. A valorização da relação cultura-educação fez parte do processo, ajudou no exercício da coletividade, via emancipação e afirmação de direitos sociais, no entendimento e apropriação das demandas culturais dos estudantes ligados à Via Campesina.Palavras-chave: Relação Cultura-educação; Diferenças Culturais; Diversidade cultural. Teacher training: exercise of practices coexistence that value cultural differences AbstractThe classroom is a place of senses and meanings that cross everything that is social. It is space in which it is established a dialogue with the things of the world, with group dynamics, and several theoretical foundations linked to different projects ranging from transformation of the subjects through education, the transformation of the world through the educated subjects. From a conception of education that calls for a process of "democratization of culture", it was aimed to enhance the cultural scripts of students, teachers training course- Earth Pedagogy/UFG. The central focus was to stimulate in teacher training courses attended by students and teachers the exercise of tolerance and coexistence practices that value cultural differences. The appreciation of culture-education relationship was part of the process, and helped in the exercise of the community, via empowerment and affirmation of social rights, in understanding and appropriation of cultural demands of thestudents related to country culture.Keywords: Relation culture-education; Cultural differences; Cultural diversity.

scholarly journals Formación y uso de TIC en educación superior: opiniones del profesorado

2018 ◽  
pp. 33-59
Author(s):  
José Ricardo López Espinosa ◽  
Edgar Oswaldo González Bello ◽  
Rocío López González
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Descriptive Study ◽  
Teaching Performance ◽  
Quantitative Methodology ◽  
Information And Communication ◽  
Training Courses ◽  
The University ◽  
Formación Docente

En este trabajo se analizan las deficiencias y avances que se han generado en el marco del Programa Institucional de Formación Docente de la Universidad de Sonora y su contribución al desarrollo de la enseñanza mediante la capacitación del profesorado sobre el uso de Tecnologías de Información y Comunicación en la enseñanza. Es un estudio de corte cuantitativo en el cual se aplicó un cuestionario a 80 profesores, de distintas disciplinas, quienes han participado en cursos de capacitación que ofrece la institución para el uso de recursos digitales. Los resultados revelan la necesidad de ofrecer capacitaciones acordes a los requerimientos particulares de la planta docente, así como cursos especializados enfocados en instruir cómo emplear pedagógicamente las tecnologías en cada asignatura con el propósito de mejorar el ejercicio docente. También se advierte que la formación ofrecida en la institución poco ha logrado motivar a los profesores para utilizar las tecnologías.Training and use of ICT in higher education: teachers opinionsAbstractThis paper analyzes the deficiencies and progress that has been generated under the Institutional Program of Teacher Training of the University of Sonora and its contribution to the development of teaching through teacher training on the use of Information and Communication Technologies in teaching. It is a descriptive study of quantitative methodology in which questionnaires were applied to 80 teachers from different disciplines who have participated in training courses offered by the institution the use of ICT. The results reveal the need for trainings according to the requirements of teachers, as well as the lack of specialized courses focused on instructing how to use the technologies in each subject for the purpose of improving the teaching performance. It is also noted that the training provided in the institution has not managed to motivate teachers to use the technologies. Recibido: 18 de agosto de 2017Aceptado: 10 de julio de 2018

Agencies Referring Children for Special Class Placement

1981 ◽  
Vol 5 (1) ◽  
pp. 15-16
Author(s):  
Diane L. Bowyer ◽  
E. Constable
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Young Children ◽  
Special Class ◽  
Classroom Teachers ◽  
Class Placement ◽  
Detailed Assessment ◽  
Training Courses ◽  
Special Classes

AbstractThe present study investigated the sources of referral of young children placed in Junior Special Classes. It was found that more than half of the children were referred by kindergarten or classroom teachers. These results were discussed in the light of (i) overseas findings; (ii) the need for special education content in teacher training courses; and, (iii) providing practising teachers with a checklist for ascertaining which children require detailed assessment.

CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University

2020 ◽  
pp. 257-273
Author(s):  
Candela Contero Urgal
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Bilingual Education ◽  
University Teachers ◽  
Negative Beliefs ◽  
Training Courses ◽  
Teachers Attitudes

The present study is aimed at presenting CLIL university teachers' attitudes towards the implementation of bilingual education at university. Results show that content teachers who take part in CLIL teacher training courses tend to agree on certain positive as well as negative beliefs regarding bilingual education at university. Once the information obtained from the survey has been examined, this chapter will focus on the reasons identified as to reject the implementation of CLIL in higher education. This work will then offer possible solutions to the hindering zones identified in CLIL teaching by describing a CLIL teacher training formula which should help future CLIL professors in their daily tasks.

scholarly journals BLENDED LEARNING STRATEGY IN TEACHER TRAINING PROGRAMS

2017 ◽  
Vol 62 (6) ◽  
pp. 216 ◽  
Author(s):  
Marian F. Byrka
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Additional Data ◽  
Learning Strategy ◽  
Training Programs ◽  
Face To Face ◽  
Online Technology ◽  
Teacher Training Programs ◽  
Training Courses ◽  
Regional Institute

The article examines the implementation of blended learning strategy in teacher training programs as an innovation in online learning. The blended learning idea comes from blending elements which use online technology with more traditional face-to-face teaching in the same course. The article analyses teacher training programs offered by Chernivtsi Regional Institute of Postgraduate Pedagogical Education. Additional data were gathered through a questionnaire administered to teachers who attended training courses. The characteristics of blended learning strategy, its benefits and limitations for teacher training are supported by a review of literature. The article closes with the comparison of curriculum components (content delivery, learner activities, materials, and required competences) between traditional and blended learning teacher training programs. Having obvious benefits in teacher training programs, the implementation of blended learning strategy sets some additional requirements to a learner, as well as to course instructors and lectors.

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