Theoretical concepts of constructing a model of the hermeneutic approach in vocational teacher training as a humanitarian-orieted technology

2015 ◽  
Author(s):  
M. F. Lomonova
Keyword(s):  
Teacher Training ◽  
Theoretical Concepts ◽  
Hermeneutic Approach ◽  
Vocational Teacher

scholarly journals Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Dinavence Arinaitwe
Keyword(s):  
Teacher Training ◽  
Institutional Capacity ◽  
Government Support ◽  
Activity Systems ◽  
Vocational Teacher ◽  
Training Institutions ◽  
Group Interviews ◽  
Cultural Historical Activity ◽  
Collaborative Activities ◽  
The University

AbstractThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

Teachers in Transition. A Biographical Perspective on Transnational Professionalisation of Internationally Educated Teachers in Germany

2021 ◽  
pp. 147490412110109
Author(s):  
Henrike Terhart
Keyword(s):  
Grounded Theory ◽  
Teacher Training ◽  
Interview Study ◽  
Theory Analysis ◽  
Theoretical Concepts ◽  
Biographical Approach ◽  
Teachers In Transition ◽  
The University

Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher’s license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.

scholarly journals Trends in and principles of training vocational teachers

2018 ◽  
Vol 7 (2.13) ◽  
pp. 200 ◽  
Author(s):  
Natalia I. Zyrianova ◽  
Evgeny M. Dorozhkin ◽  
Yekaterina V. Zaitseva ◽  
Ivan S. Korotayer ◽  
Matvey D. Shcherbin
Keyword(s):  
Teacher Training ◽  
Vocational Education ◽  
Vocational Training ◽  
Corporate Training ◽  
Education Quality ◽  
Vocational Teachers ◽  
Domain Specific ◽  
Educational Standard ◽  
Vocational Teacher

The urgency of the problem under consideration here has been necessitated by a need for training more vocational teachers for the system; they are to be specialists in developing and implementing the basic and optional educational programs designed for workshop force and mid-tier specialists; this means preparing the personnel resource for innovation industry. The goal of the paper is to reveal the changes that are necessary to be brought about for improving the quality of training delivered to students of vocational pedagogy and continuing vocational education. The key approach to the study of the problem is the systems activity approach that allows us to employ the systems concepts for building domain-specific schema linked to the investigation of how vocational teacher training is organized today, with regard to the requirements set by Russia's educational standard "Teacher of vocational training and continuing vocational education". Analysis of theory and findings in the literature led us to the conclusion that, considering the particular properties and logic of vocational teacher’s education, as well as reliance on the approaches and concepts under consideration, is what shall cater to the ever increasing demands to it from man, society and state. In view of the analysis' results, we suggest recommendations for improving vocational teacher training that would lead to vocational education/training/continuing education quality enhancement, including training offered in corporate training centers and innovation industries. The materials herein may be of value to educational managers in forming their personnel resource.  

Use of theoretical concepts in lesson study: an example from teacher training

2015 ◽  
Vol 4 (3) ◽  
pp. 261-273 ◽  
Author(s):  
Daniel Martin ◽  
Anne Clerc-Georgy
Keyword(s):  
Teacher Training ◽  
Lesson Study ◽  
Initial Training ◽  
Primary School Teachers ◽  
Content Type ◽  
Theoretical Concepts ◽  
Initial Teacher Training ◽  
Study Lesson ◽  
Practical Implications

Purpose – The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and accompaniment of learning. This course aims to develop students’ ability to analyse their practice and to shift attention to pupils’ learning processes. Design/methodology/approach – Data were collected on the contribution of the LS system and interaction protocols used in class, according to students. Findings – Qualitative analysis of this data shows the role played by the use of theoretical concepts in the quality of their planning, the depth of their analysis and the quality of their work in class. Practical implications – This work opens avenues for teacher training, in particular in terms of encouraging students to use theoretical concepts to prepare, implement and analyse their teaching. Originality/value – This approach is of interest in that it examines the use of theoretical concepts in a study lesson system during initial teacher training.

Development and optimisation of an in-service teacher training programme on motivational assessment in physical education

2016 ◽  
Vol 23 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Menno Slingerland ◽  
Lars Borghouts ◽  
Liesbeth Jans ◽  
Gwen Weeldenburg ◽  
Gertjan van Dokkum ◽  
...  
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Success Factors ◽  
Basic Needs ◽  
Teaching Experience ◽  
Training Programme ◽  
Assessment Practices ◽  
Implementation Barriers ◽  
Theoretical Concepts ◽  
Service Training

Although assessment practices are commonly part of the physical education (PE) curriculum they may often frustrate rather than support students’ basic needs for autonomy, competence and relatedness. Nevertheless, assessment also provides various promising opportunities to support these basic needs and enhance learning in students. In order to address this issue, we developed an in-service teacher training programme that was grounded within contemporary theories on assessment and motivation, and aimed at improving PE teachers’ expertise on motivational assessment practices. In close collaboration with PE teachers and other experts in the field an in-service teacher training programme was developed that covered important topics such as quality assessment, motivation and assessment for learning. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. The in-service training programme was then provided on-site three times to a total of 33 PE teachers (of whom 20 were male (60%) and 12 were female (40%), teaching experience 3–32 years) representing different PE departments. Through an iterative cycle of development, provision, evaluation and adjustment the programme was gradually optimised. Focus group sessions and questionnaires were employed to evaluate various aspects, and identify barriers and success factors. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.

scholarly journals The Impact of Vocational Teacher Training Program (BIGV) Towards the Development of Interpersonal Communication Skills Among Prospective Vocational Teachers

2020 ◽  
Vol 9 (3) ◽  
pp. 2863-2867
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Training Program ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Vocational Teachers ◽  
Teacher Training Program ◽  
Post Test ◽  
Vocational Teacher ◽  
The Impact

Malaysia is generally one of the earliest countries in designing a higher education system that highlights the elements and challenges of Industry 4.0 issues, as already outlined and addressed in the 2015-2025 Malaysian Education Plan (Higher Education). As such, the self-development of teachers' human resources especially in the aspects of teacher communication skills has been developed and fully implemented in this Vocational Teacher Training Program (BIGV) curriculum. This program is a compulsory subject that must be taken by Bachelor Degree Teacher program in all Malaysia’s Universities. The sample of the study consists of 200 respondents divided into two groups that refers to the design of the experimental quasi study which is an experimental group of 158 prospective vocational teachers undergoing a comprehensive Bilingual Vocational Teacher Training (BIGV) program from the second semester student at the Faculty of Technical and Vocational Education, UTHM and control group of 42 prospective vocational teachers from second semester student in the Faculty of Technical and Vocational, UPSI. This research aims to study the effectiveness of Vocational Teacher Training (BIGV) Program towards developing the interpersonal communication skills acquisition level among the prospective vocational teachers. The researchers analyzed pre-test and post-test findings from both groups using the T-Test analysis. The results of the analysis showed that there was no significant difference in the number of min scores in pre-test and post-test for the two groups. Therefore, a further comprehensive action is needed to ensure that the implementation of the Vocational Teacher Training Program (BIGV) is successful to meet its objective in producing a more credible and sustainable teacher in the future

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