scholarly journals Didactic Basis In Teacher Training: Developing A Professional Position Among Graduate Students

2018 ◽  
Author(s):  
Elena Asafova
Keyword(s):  
Teacher Training ◽  
Graduate Students

scholarly journals University extension and teacher training in Brazil: the Zoology Summer Course

2020 ◽  
Vol 11 (3) ◽  
pp. 315-330
Author(s):  
Karla D. Araujo Soares ◽  
Adriana Jeckel ◽  
Gabriel Silva ◽  
Victor Giovannetti ◽  
Kleber Mathubara
Keyword(s):  
Teacher Training ◽  
Graduate Students ◽  
Graduate Program ◽  
Sao Paulo ◽  
São Paulo ◽  
Postgraduate Students ◽  
University Teachers ◽  
College Professors ◽  
Academic Activities ◽  
The University

Teacher training in higher education has been relatively neglected in Brazilian universities because postgraduate programs are mainly focused on the research that students produce. However, these postgraduate students are expected to become the next university and college professors. Herein, we present the experience of the Zoology Summer Course, a university extension course organized by graduate students from the Zoology Graduate Program at the University of São Paulo, Brazil. This course was created aimed to provide graduate students with an opportunity to develop and practice their teaching skills. To understand the influences, motives, and legacy of the CVZOO on its organizers, we developed a questionnaire and evaluated the responses by focusing on elements of academic formation and prospects for a teaching career, using systematic content analysis procedures as parameters. Our results demonstrate the importance of CVZOO as a space of dialogue and interaction for professional teacher training, as well as an opportunity to exchange experiences and build professional identity. The course has also influenced other academic activities such as the organization of scientific events, mentoring experience, and publications. Lastly, we discuss the importance of teacher training in Brazilian graduate programs and propose initiatives to improve the training of future university teachers. Keywords: Graduation; Extension Course; Students; Biodiversity   Extensão universitária e formação docente no Brasil: o Curso de Verão em Zoologia   Resumo: A formação docente universitária tem sido bastante negligenciada em universidade brasileiras, uma vez que programas de pós-graduação focam majoritariamente na produção acadêmico-científica de seus alunos. No entanto, espera-se que os pós-graduandos sejam a próxima geração de professores universitários. Neste estudo, nós apresentamos a experiência do Curso de Verão em Zoologia da Universidade de São Paulo, Brasil. Este curso foi criado com o objetivo de proporcionar aos estudantes de pós-graduação a oportunidade de desenvolver e praticar suas habilidades para docência. No intuito de entender as influências, motivações e legado do CVZOO em seus organizadores, nós desenvolvemos um questionário e avaliamos as respostas buscando elementos da formação acadêmica e prospecção para a carreira docente, usando procedimentos de análise de conteúdo como parâmetros Os resultados demonstram a importância do CVZOO como um espaço de diálogo e interação com a prática docente bem como uma oportunidade para trocar experiências e construir uma identidade profissional. O curso tem influenciado em outras atividades acadêmicas, tais como organização de eventos científicos, orientação de alunos e publicações. Por fim, este artigo discute a importância da formação docente em programas de pós-graduação no Brasil e propõe algumas iniciativas para melhorar a formação dos futuros professores universitários. Palavras-chave: Pós-Graduação; Curso de Extensão; Estudantes; Biodiversidade

Evaluating Teacher Education Programs for Philology Students

2017 ◽  
pp. 93-111
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Graduate Students ◽  
Education System ◽  
Compulsory Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Academic Level ◽  
Language And Literature ◽  
The Creation

The chapter will deal with the process of training philology students for their future careers as language and literature teachers in the compulsory education system of Romania. Based on the concurrent model, their training implies studying at the same time for the Bachelor's and Master's degree and a teaching qualification. An analysis of the transformations undergone by Romanian teacher training education in the last twenty years may enable an exchange of opinions among the researchers concerned with the improvement of the field. The chapter will offer a chronological analysis of the process of training philology undergraduate and graduate students paying particular attention to the creation and development of new programs at academic level.

scholarly journals Competencias Del Alumnado Formado En La Escuela De Formación De Profesorado: Una Investigación Reflexiva En El Contexto De Formación Inicial Docente

2017 ◽  
Vol 13 (7) ◽  
pp. 68
Author(s):  
Maria Do Céu Pereira Antunes Da Silva ◽  
José Antonio Marín Marín ◽  
Esther Garzón Artacho
Keyword(s):  
Teacher Training ◽  
Graduate Students ◽  
Graduate Student ◽  
Student Teacher ◽  
Teaching Practice ◽  
Descriptive Study ◽  
Teaching Profession ◽  
Ministry Of Education ◽  
Teacher Training College ◽  
And Performance

This work was supported by the teaching practice. In it, we try to reflect on the output profile of the graduate student Teacher Training College. The article presented here includes a summary of the relevant aspects collected from a descriptive study, by applying a questionnaire to the student trainees. We conducted interviews with the governing body and some teachers. In order to talk about the profile it was necessary to analyse carefully the beliefs, opinions and performance of teaching, based on the following issue: will the students trained in Teacher Training College have an ideal output profile capable of exercise with pedagogical mastery the teaching profession? We have formulated the following general and specific objectives. General: To reflect on the output profile and the needs of the training offer that graduate students from T.T.C receive in terms of quality, skills, adaptation, and the different requirements on the models required by the Ministry of Education.

scholarly journals Acquiring English of Teaching Subject through CLIL in Teacher Training Bung Hatta University

2019 ◽  
Vol 8 (2) ◽  
pp. 53-56
Author(s):  
Syofiani Jufri ◽  
Difiani Apriyanti
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Graduate Students ◽  
Elementary School Teachers ◽  
Advanced Technology ◽  
School Teachers ◽  
New Information ◽  
Direct Model ◽  
The World ◽  
English Subject

PGSD UBH (Pendidikan Guru Sekolah Dasar) is one of departments in Teacher Training Faculty under Bung Hatta University. The graduate students will be Elementary School teachers. The department provides curriculum which consists of subjects that needed by  the candidate of Elementary School teachers, but unfortunately none involve English. Even, there is no English subject to be taught to the students. Meanwhile, as a teacher in this globalisation era, they must aware with all new information that grow rapidly from other countries, especially information about education, teaching, and their teaching subjects.  Beside that, they also going to face pupils who are living in an era of advanced technology where information from all the world can be reached easily.  There is no doubt that students of PGSD need to acquire English passively and actively. Therefore, CLIL (Content and Language Integrated Learning) training was conducted. CLIL was taught to 40 students of PGSD who were in semester two. By introducing the characteristics of CLIL, giving the direct model of CLIL, it was hoped the students have understood the base of CLIL. The students observed steps of CLIL that were shown by the model before giving their own performance. After giving a chance for each student to choose a topic that usually being taught to Elementary School  pupils, they prepared themselves to teach the topic using CLIL. The result is the students considered much on their activating, language, and speaking. They focused more on the vocabularies and pronunciation. While the writing part was not dominan since the chosen topics were for low grades of elementary school.

Evaluating Teacher Education Programs for Philology Students

2018 ◽  
pp. 1174-1192
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Graduate Students ◽  
Education System ◽  
Compulsory Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Academic Level ◽  
Language And Literature ◽  
The Creation

The chapter will deal with the process of training philology students for their future careers as language and literature teachers in the compulsory education system of Romania. Based on the concurrent model, their training implies studying at the same time for the Bachelor's and Master's degree and a teaching qualification. An analysis of the transformations undergone by Romanian teacher training education in the last twenty years may enable an exchange of opinions among the researchers concerned with the improvement of the field. The chapter will offer a chronological analysis of the process of training philology undergraduate and graduate students paying particular attention to the creation and development of new programs at academic level.

The Sociology Teaching Fellowship: A Mentorship Model for Graduate Student Teacher Training

2018 ◽  
Vol 46 (4) ◽  
pp. 335-345 ◽  
Author(s):  
Nathan Innocente ◽  
Jayne Baker
Keyword(s):  
Teacher Training ◽  
Graduate Students ◽  
Student Teaching ◽  
Graduate Student ◽  
Student Teacher ◽  
Group Training ◽  
Teaching Practicum ◽  
Teaching Fellows ◽  
Faculty Mentor

Scholars have long emphasized the importance of teacher training in higher education, including in sociology. Such calls have led to modest improvements in opportunities for graduate students to develop teaching-related skills and experience. However, many of these opportunities are not specific to sociology and may lack a teaching component. In this paper, we outline a teaching fellowship model for graduate student teacher training that integrates group training sessions, peer collaboration, and a teaching practicum component under the guidance of a faculty mentor. In the fellowship, graduate student teaching fellows receive a stipend for sharing the development and teaching of an undergraduate course, with supports and feedback throughout. We include data from post-fellowship questionnaires and follow-up data from fellows who went on to teach their own courses to highlight the strengths of the program. The data indicate that the fellowship is an overwhelmingly positive experience for graduate students.

scholarly journals Teacher Training for Graduate Students in Animal Sciences

1979 ◽  
Vol 62 (11) ◽  
pp. 1844-1847 ◽  
Author(s):  
W.R. Boone ◽  
J.F. Dickey ◽  
D.F. Keller
Keyword(s):  
Teacher Training ◽  
Graduate Students ◽  
Animal Sciences
Sign in / Sign up

Export Citation Format

Share Document