scholarly journals Kooperation an inklusiven Schulen: Zur Zusammenarbeit in einer inklusionsbezogenen Fortbildungsreihe und in der schulischen Praxis aus Sicht von Lehrkräften

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ulrike Beate Müller ◽  
Poldi Kuhl
Keyword(s):  
Teacher Training ◽  
Mixed Method ◽  
Training Programme ◽  
School Development ◽  
Federal States ◽  
German School ◽  
Development Goals ◽  
Training Programmes ◽  
Successful School

Kooperation gilt als ein Merkmal guter Schulen und erfolgreicher Schulentwicklung. Insbesondere an Schulen, die erfolgreich inklusiv arbeiten, wird Kooperation systematisch und auf einem hohen Niveau umgesetzt. Für ausgeprägte Formen der Kooperation sind allerdings langfristige und komplexe Interventionsformen bedeutsam, welche es in Form von Aus- und Weiterbildung von Lehrpersonen – insbesondere im Bereich der inklusiven Schulentwicklung – noch nicht in ausreichendem Maße gibt. Ein Schulentwicklungsprogramm, welches zur Professionalisierung von Lehrkräften im Umgang mit Heterogenität beitragen soll, ist Jede/r ist besonders (JIB) der Deutschen Schulakademie (DSA). Die zweite, zweijährige Zirkelrunde von JIB mit 24 Schulen in fünf Bundesländern wurde von 2017 bis 2020 wissenschaftlich mithilfe eines Mixed-Method-Ansatzes begleitet. Auf Grundlage des Modells zum Fortbildungserfolg nach Kirkpatrick wurde Kooperation innerhalb der Fortbildung und an den teilnehmenden Schulen untersucht. Ergebnisse aus drei Teilstudien weisen darauf hin, dass innerhalb der Fortbildung JIB erfolgreich kooperiert wird, dass Kooperation bedeutsam ist für die Umsetzung schulischer Entwicklungsziele und dass im Laufe der zwei Jahre von JIB das gemeinsame pädagogische Verständnis innerhalb der Kollegien und die außerschulische Zusammenarbeit an den JIB-Schulen weiterentwickelt werden konnten.   Abstract Cooperation is a feature of high quality schools and successful school development. Especially schools that work successfully inclusive, cooperate systematically and at high levels. For elaborated forms of cooperation, long-term and extensive teacher training programmes are needed. A programme of school development that is set to qualify teachers to cope with heterogeneity, is JIB (Everyone is special) by the German School Academy. From 2017 to 2020 the second, two year term of JIB with 24 schools in five federal states in Germany was scientifically evaluated by a mixed-method study. Using the model of Kirkpatrick addressing success of training programmes, cooperation was analysed within the training programme JIB and in schools. Findings of three study parts suggest a successful way of cooperating within the teacher training programme, a significant role of cooperation in the realization of school development goals and an improvement of the collective pedagogical comprehension among teacher councils and of cooperation between parents and schools.

Resistance training

2017 ◽  
Author(s):  
Avery D Faigenbaum ◽  
Rhodri S Lloyd
Keyword(s):  
Resistance Training ◽  
Weight Control ◽  
Scientific Evidence ◽  
Developmentally Appropriate ◽  
Well Being ◽  
Training Programme ◽  
Integrative Approach ◽  
Mineral Density ◽  
Training Programmes

Traditional fears and misinformed concerns regarding youth resistance training have been replaced by scientific evidence that indicates regular participation in well-designed resistance-training programmes can be safe and effective for both children and adolescents. In addition to increasing muscular strength and power, regular participation in a structured resistance training-programme can increase bone mineral density, improve cardiovascular risk factors, fuel metabolic health, facilitate weight control, enhance psychosocial well-being, and prepare youth for the demands of daily physical activity and sport. An integrative approach to training, grounded in resistance exercise and motor skill development, can optimize children’s fitness potential and maximize their athletic performance while reducing the risk of sports-related injury. Qualified professionals are needed to plan, implement and progress developmentally appropriate resistance training to attain a level of muscular fitness that facilitates long-term physical development.

scholarly journals Making use of students' digital habits in higher education: What they already know and what they learn

2019 ◽  
Author(s):  
Eva Hansson ◽  
Jeanette Sjöberg
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Everyday Life ◽  
Digital Technology ◽  
Tertiary Education ◽  
Training Programme ◽  
Daily Basis ◽  
Digital Skills ◽  
The One ◽  
Training Programmes

Varieties of digital practices have increasingly become part of people’s everyday lives and people, in general, use these communicative practices on a daily basis, mostly for social and entertaining purposes. As to higher education, researchers have pointed out that digital technology could be a useful tool in how to learn more effectively, if it is based on the abilities that students bring with them into higher education from their everyday life (for example, Buzzard et. al., 2011). In this case study, we explore the issue of students' digital practices in everyday life as well as in higher education, in a teacher training programme at a Swedish University. The aim is two-fold: on the one hand, to provide knowledge regarding students' everyday experiences of digital practices and the ways in which these are utilised in higher education; on the other hand, to contribute to the understanding of the ways in which higher education contributes to challenging and developing students' digital skills. Twenty-nine students from teacher training programmes participated in the study by answering a questionnaire. The results show that the students’ digital habits are not being used or acknowledged in higher education, except for when it comes to their Teacher Training Practice (TTP). Furthermore, the results also show that higher education contributes to students’ digital skills. This, we argue, could be of interest for teachers and researchers in teacher training programmes and for teachers in primary to tertiary education, in developing education activities with digital technology based on pupils’ and students’ digital habits. We can also see that the study can inspire other teachers in higher education, where the idea of using students’ digital habits perhaps is not yet taken into consideration.

ICT services to students in the greater Accra region of Ghana

2017 ◽  
Vol 118 (7/8) ◽  
pp. 393-405 ◽  
Author(s):  
Patience Emefa Dzandza
Keyword(s):  
Public Libraries ◽  
Training Programme ◽  
Daily Activities ◽  
Ict Skills ◽  
Content Type ◽  
Development Goals ◽  
Method Of Instruction ◽  
Ict Training ◽  
Training Programmes ◽  
The Impact

Purpose This paper aims to describe an information and communication technology (ICT) training programme in the central library in Ghana, to discuss the benefits of the programme and the challenges faced by those delivering it and to relate this work to the broader development goals of the UN and the Africa Union (AU), offering some recommendations on how the programme can be made more effective. Design/methodology/approach The study adopted a qualitative approach to help determine the modality of the programme to two junior high schools (JHSs) in the area that benefit weekly from the training programmes offered at the ICT corner. Interviews were conducted with two staff of the ICT corner to help gather information on the services that the ICT corner offers and the challenges with the programme; ICT teachers and a library coordinator of the two JHSs were also interviewed to find out about their opinion on the programme and the impact they think the programme can make to help achieve the agenda of equipping the youth with ICT skills. Focus group discussions were held with two classes from the JHSs for them to indicate the ICT skills they have acquired from the training and what they can use the skills to achieve. The researcher also witnessed two training sessions and observed daily activities of the ICT corner and the method of instruction. Findings The study brought to fore the contribution GhLA is making to help Ghana achieve Agenda 2063 and 2030 by helping students acquire basic ICT skills that are motivating them to use computers in their daily activities. Originality/value The study highlighted the importance of libraries in the twenty-first century and recommendations were made, among others, that, the facility should be replicated in all public libraries to be used by schools that do not have their own ICT lab in Ghana and the library should employ more staff to help with the training.

scholarly journals Examining the game teaching in special education teacher training in Turkey and European Union Member States

2018 ◽  
Vol 13 (3) ◽  
pp. 349-359
Author(s):  
Nilay Kayhan ◽  
Pelin Pistav Akmese
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Training Programme ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Analysis Technique ◽  
Undergraduate Programme ◽  
Training Programmes ◽  
European Union Member States ◽  
The Eu

This study aims to examine the compulsory courses related to the game and game teaching in special education teacher training undergraduate programme in terms of number, term, credit and content. The data in descriptive study have been determined using document analysis technique. It has been stated that pre-service teachers in most of the EU countries such as Belgium, Finland, Hungary, Luxemburg, Malta, Portugal, etc. take the courses related to game teaching in the first, second and third years of their education, and the courses with the lowest credit are included in Greece’s and Holland’s special education teacher training programmes with four ECTS and the highest credits are included in Malta’s special education teacher training programme with 20 ECTS. In Turkey, special education teacher training programme which is updated in 2018 includes two ECTS of ‘Game and Music in Special Education’ course in the sixth term. Keywords: Special education, teacher training programme, game, game teaching.

scholarly journals Securing a place for film within the ongoing life of a Scottish state secondary school

2020 ◽  
Vol 3 (2) ◽  
pp. 160-174
Author(s):  
Michael Daly ◽  
Jacqueline Thomson ◽  
Jamie Chambers
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Significant Challenge ◽  
Film Education ◽  
Specific Manner ◽  
Training Programmes

Scottish teachers interested in working with film frequently find themselves faced with a significant challenge in acquiring the confidence and experience to work with this medium in the classroom. Film education does not yet form any significant part of Scottish teacher training programmes and, as such, incorporating film in a medium-specific manner into curricular teaching can be a challenge. This article explores the perspectives of two secondary school teachers at John Paul Academy in Glasgow, who, with the support of UK-based film education charity Into Film, have begun to explore concrete, long-term ways of integrating film education into the school curriculum.

NEED OF PEACE EDUCATION IN TEACHER TRAINING PROGRAMMES

2017 ◽  
Vol 4 (37) ◽  
Author(s):  
Neetu Khokhar
Keyword(s):  
Teacher Training ◽  
Moral Education ◽  
Behavioral Problems ◽  
Global Education ◽  
Peace Education ◽  
Cognitive Learning ◽  
Training Programme ◽  
Behavioral Skills ◽  
Training Programmes ◽  
Education For Peace

Under the present predicament there is a growing realization in the world of education today that children should be educated in the art of peaceful living. As a result, more and more peace concepts, attitudes, values and behavioral skills are being integrated in to school curricula in many countries. There is also renewed interest to develop peace related disciplines such as value education, moral education, global education, etc. In the past we seemed to have assumed that the more knowledge people have, the better they are. Accordingly, we stressed cognitive learning in schools at the cost of developing children’s emotional, social, moral, and humanistic aspects. The consequence of such imbalanced learning is evident today in the forms of youth unrest with their antisocial attitudes and behavioral problems. The paper focuses on the inculcation of education for peace as an integral part of the teacher training programme. Education for peace implies an active concept of peace through values, life skills and knowledge in a spirit of equality, respect, empathy, understanding and mutual appreciation among individuals, groups and nations.

scholarly journals Adaptation of a Teacher Training Programme for Character Education to the Latvian Context

2020 ◽  
Author(s):  
Manuel Joaquín Fernández González ◽  
◽  
Svetlana Surikova ◽  
Tamara Pigozne ◽  
◽  
...  
Keyword(s):  
Teacher Training ◽  
Character Education ◽  
Cultural Context ◽  
Research Question ◽  
Training Programme ◽  
Documentary Sources ◽  
Societal Needs ◽  
Training Programmes ◽  
Virtue Education

This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.

scholarly journals DESIGNING A TEACHER TRAINING PROGRAMME FOR CHARACTER EDUCATION: AN INTERNATIONAL PARTNERSHIP

2020 ◽  
Vol 5 ◽  
pp. 72 ◽  
Author(s):  
Manuel Joaquín Fernández González ◽  
Tamara Pigozne ◽  
María Verdeja Muñiz ◽  
Egle Säre ◽  
Svetlana Surikova
Keyword(s):  
Teacher Training ◽  
Character Education ◽  
Learning Outcomes ◽  
Training Programme ◽  
Strategic Partnership ◽  
Educational Context ◽  
International Partnership ◽  
Research Questions ◽  
Training Programmes ◽  
Regional Authorities

There is a need of innovative teacher training programmes for character education. This paper addresses three research questions: What are the challenges that a teacher training programme for character education should address? What are the learning outcomes that the programme should achieve? How should the programme be structured for supporting the achievement of those learning outcomes? Two regional authorities, three schools, three universities and a centre of teacher training from Latvia, Estonia and Spain created a strategic partnership for answering these research questions, using design-based implementation research. The results include six domains of learning outcomes and a programme structure adaptable to different educational context.  

School—University Partnership: Challenges and Visions in the New Decade

2012 ◽  
Vol 2 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Sharon S.N. Ng ◽  
Esther Y.M. Chan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
School Leadership ◽  
University Partnerships ◽  
University Partnership ◽  
Training Programmes ◽  
Changing Economy ◽  
Successful School

Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for collaborative sharing, reflection, research and growth. Hence, school–university partnerships have become important for professional development and educational reform. With the growth of school–university collaborations, there is mounting interest in empirical research on the variety and value of these initiatives. This article reviews the school–university partnerships in Hong Kong in light of the trends and development in the international context. The studies reviewed showed that school–university partnerships involving teacher training programmes focus on understanding the views of participants in school–university partnership with an aim to build appropriate teacher training and professional development features into the teacher education programmes. These studies have theoretically contributed to the construction of culturally relevant teacher education programmes. After all, new project initiatives have contributed to substantial changes in school leadership, teachers' professional development and school-based curriculum development which would benefit children's learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school–university partnerships. They have a vision to move beyond the existing research focus to explore ways to build school–university collaborations. Gaps in the research base and relevant questions that have not been addressed are discussed.

Non-Native Teachers Investigating New Englishes

Aula Abierta ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 585-592
Author(s):  
Jaroslaw Krajka
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Digital Literacy ◽  
Data Retrieval ◽  
Training Programme ◽  
Language Analysis ◽  
Native Teachers ◽  
Do It Yourself ◽  
Training Programmes

While teacher-as-methodology-researcher paradigm in the area of methodology is quite firmly established, teacher-as-language-researcher is less common, especially in teacher training programmes. Much less emphasis is placed on equipping teachers (especially non-natives) with skills of language analysis, hypothesis posing, data retrieval and analysis. The use of ready-made language corpora in preparing classroom data and creating materials is still inadequately covered in teacher training programmes, let alone putting future teachers in the shoes of linguistic researchers observing the changing face of English. The purpose of this paper is to present a case for promoting teacher-as-language-researcher attitudes in the graduate teacher training programme. A case study is presented, in which student teachers were gradually introduced into New Englishes, through existing corpora, text retrieval and compilation, and — finally — do-it-yourself concordancing. The data from questionnaires and teacher diaries will illuminate upon the viability of self-made corpus compilations as a part of 21st century digital literacy.

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