scholarly journals The suggestion of teacher training model for the Enhancement of school competency : with a focus on the experiences of school competency in innovation school

2016 ◽  
Vol 67 (null) ◽  
pp. 145-177
Author(s):  
김태선 ◽  
장창곡 ◽  
김주용 ◽  
Kim, Ju Hyun ◽  
Lee Jee Yon
Keyword(s):  
Teacher Training ◽  
Training Model

A Study on the Development of Life-Stage Teacher Training Model: Focus on Gangwon-do Office

2017 ◽  
Vol 17 (19) ◽  
pp. 101-121
Author(s):  
Chul Hee Park ◽  
◽  
Kyung Yong Min ◽  
Wang Jun Kim ◽  
◽  
...  
Keyword(s):  
Teacher Training ◽  
Life Stage ◽  
Training Model

Southwest University's No-Fee Teacher-Training Model

2013 ◽  
Vol 46 (2-3) ◽  
pp. 16-29
Author(s):  
Shijian Chen ◽  
Shuhan Yang ◽  
Linyuan Li
Keyword(s):  
Teacher Training ◽  
Training Model

scholarly journals The Development of Chorus Motivation Scale (CMS) for Prospective Music Teacher

2017 ◽  
Vol 6 (3) ◽  
pp. 323
Author(s):  
Ilhan Ozgul ◽  
Nalan Yigit
Keyword(s):  
Factor Analysis ◽  
Teacher Training ◽  
Student Perceptions ◽  
Factor Model ◽  
Training Model ◽  
Music Teacher ◽  
Geographical Regions ◽  
Confirmatory Factor ◽  
Motivation Scale ◽  
Motivation Strategies

The purpose of this study was to develop a Chorus Motivation Scale (CMS) that is tested in terms of reliability and construct validity by determining the student perceptions of effective motivation strategies in Chorus training in Turkish Music Teacher Training Model. In order to develop a Chorus Motivation Scale, Questionnaire-Effective Motivation Strategies in Chorus Training was applied to second-year, third-year, and fourth-year students who study at Music Teacher Training departments of nine different state universities from seven geographical regions in Turkey (N=794). Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted in accordance with new/initial scale development procedures. Analysis of the data reveals a good structure model comprising reliable factors. Confirmatory factor analyses indicated that a model including factors representing the dimensions Leadership, director/student attention, achievement and anxiety was the best fit. The four-factor model yielded RMSEA and SRMR values (≤.05) demonstrating an excellent fit and CFI value with an adequate fit to the data. Cronbach’s alpha and initial-final reliability results indicated good to excellent consistency across all CMS subscales, with coefficients ranging from .64 to .90.

scholarly journals PROFESSIONAL TRAINING OF TEACHERS-PHILOLOGISTS IN AMERICAN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 36-44
Author(s):  
Тетяна Григоренко ◽  
Валентина Коваль
Keyword(s):  
United States ◽  
Teacher Training ◽  
Alternative Model ◽  
Professional Training ◽  
Training Model ◽  
The United States ◽  
Innovative Teaching ◽  
Team Cooperation ◽  
Research Activities ◽  
Alternative Educational Programs

The article reveals the peculiarities of the American professional training of teachers of philology. The source base is analyzed and the lack of a common understanding of the concept of teacher training model, as well as the identification of concepts of models and approaches to the training of teachers of philology. The problematic issues of interdisciplinary training of teachers-philologists of integrative type for expanding opportunities for professional realization in the modern labor market are identified. The purpose of education and prestige of three types of master's and doctoral schools in American research universities are determined: the school of humanities and natural sciences; vocational schools of medicine, law and entrepreneurship; school of pedagogical education. The article considers such models of training of teachers of philology as intuitive, artistic and craft, scientific and applied, reflective, experimental, critical, collaborative, alternative, which allowed to substantiate scientific and methodological recommendations for improving the professional training of teachers of philology: development and introduction of an alternative model of training of teachers-philologists (alternative educational programs); development of mechanisms to stimulate students of philology to research activities; introduction of innovative teaching methods and technologies on the basis of interactivity, facilitation, collaboration, work in an interdisciplinary team, cooperation and constructive socialization; awareness of the need for interdisciplinary knowledge and skills, professional self-development. It was found that the models of teacher training in the United States have much in common with other countries of the European educational space, and the only model that is purely American is an alternative model of teacher training. Scientific and methodological recommendations for improving the professional training of teachers of philology in Ukraine on the basis of theoretical, organizational and didactic models of professional training in the United States are outlined.

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