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.  

scholarly journals Exercise Training in Heart Failure Patients With Persistent Atrial Fibrillation: a Practical Approach

2018 ◽  
Vol 4 (2) ◽  
pp. 107 ◽  
Author(s):  
Justien Cornelis ◽  
Jonathan Myers ◽  
◽  
◽  
Keyword(s):  
Heart Failure ◽  
Exercise Training ◽  
Persistent Atrial Fibrillation ◽  
Training Programme ◽  
Cardiopulmonary Exercise Test ◽  
Aerobic Exercise Training ◽  
Exercise Programmes ◽  
Training Programmes ◽  
Training Modalities

Persistent AF is present in at least 20 % of patients with chronic heart failure (CHF) and is related to a poor prognosis and more severe cardiac arrhythmias. CHF and AF share a common pathophysiology and can exacerbate one another. Exercise programmes for people with CHF have been shown to improve aerobic capacity, prognosis and quality of life. Given that patients with both CHF and AF show greater impairment in exercise performance, exercise training programmes have the potential to be highly beneficial. Optimal clinical evaluation using a cardiopulmonary exercise test should be performed before starting a training programme. Heart rate should be calculated over a longer period of time In patients with CHF and AF than those in sinus rhythm. The use of telemetry is advised to measure HR accurately during training. If telemetry is not available, patients can be safely trained based on the concomitant workload. An aerobic exercise training programme of moderate to high intensity, whether or not combined with strength training, is advised in patients with CHF and AF. Optimal training modalities and their intensity require further investigation.

LEGITIMATION OF VIRTUE EDUCATION IN TEACHER TRAINING DISCOURSE DURING SOVIET LATVIA

2019 ◽  
Vol 1 ◽  
pp. 194
Author(s):  
Manuel J Fernández González
Keyword(s):  
Teacher Training ◽  
Character Education ◽  
Soviet Society ◽  
State University ◽  
School Teachers ◽  
Scientific Papers ◽  
Research Questions ◽  
Productive Worker ◽  
Pedagogical Literature ◽  
Virtue Education

Soviet virtue education had a relevant place in the discourse of the founders of communism and in the Communist Party’s documents. Virtue education played a central role in the construction of the future Soviet society and the raising of the New Soviet Man, a conscious communist, productive worker and soldier. This paper addresses two research questions: how was character and virtue education conceptualized, legitimized and implemented in Soviet Latvia? What elements of the Soviet approach to character education facilitated the consolidation of totalitarianism in Latvia?This research is based on written academic sources published in Soviet Latvia about virtue education and intended to school teachers: two teaching manuals for teacher training (Jesipovs & Gončarovs, 1948; Iļjina, 1971), and three collections scientific papers written by the leading educational academics of the Soviet Latvia published by the Latvian State University in 1962, 1964 and 1967 within the series “Questions about Upbringing in the Soviet school”.The findings highlight the understanding of virtue education during this period, and how it was ideologically, socially and pedagogically legitimized in the academic discourse and pedagogical literature addressed to school teachers. 

scholarly journals REVAMPING PRE-SERVICE TEACHER EDUCATION UNDER NEW NCTE NORMS 2014: PERCEPTION OF B.ED. STUDENTS TOWARDS INCREASED DURATION OF COURSE

2017 ◽  
Vol 5 (6) ◽  
pp. 92-101
Author(s):  
Shabir Ahmed ◽  
Ahakesh Sharma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Education Programme ◽  
School Education ◽  
National Council ◽  
Pre Service Teacher Education ◽  
One Year ◽  
Training Programmes ◽  
Pre Service Teacher

Today India is having one of the largest networks of schools in the world. School education is most important stage in the whole educational ladder and underwent transformation since independence. For say after independence government of our country stressed on quantitative expansion of school education so as to provide access of education to the students in their door steps but in 21st century focus is shifted from quantity to quality of school education. This shift of paradigm and ICT revolution made the job of teacher more demanding. Quality of school education is depending on quality and professional commitment of teachers and quality of teachers depend upon nature and type of pre-service teacher training to prospectus teachers. Keeping pace with the needs of present time, in 2012 Verma committee recommended number of changes in the pre-service teacher education programme and enhancing duration was one of them. Hence, National Council of Teacher Education (NCTE) came up with new regulation in 2014 under which duration of B.Ed. and M.Ed. was increased from initial one year to two years. The new NCTE regulations are implemented all over the nation from academic session 2015-2016. However, the implementation of new NCTE norms has given a way to the debate on the credibility of increased duration of both the courses. The present paper will appraise the probable benefits and issues related with the increased duration of the pre-service teacher training programmes as per the NCTE Regulations 2014.

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.

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 RESEARCH-BASED REFLECTIONS ABOUT CHARACTER EDUCATION: MYTHS, CHALLENGES AND INTERNATIONAL PERSPECTIVES

2018 ◽  
Vol 2 ◽  
pp. 126-136
Author(s):  
Manuels Fernandezs
Keyword(s):  
Character Education ◽  
Research Question ◽  
Academic Environment ◽  
Education Programs ◽  
Personal Significance ◽  
International Perspectives ◽  
English Speaking ◽  
Virtue Education

At present, youngsters’ character and virtue education issues are widely discussed in Latvia and in English-speaking academic environment. Given the existing criticism of these concepts, the research question was: what are the main misunderstandings about the nature of character and virtue education? After clarifying the neo-Aristotelian understanding of these concepts, recent research in the field of character education and virtues is presented for deconstructing some of the myths related to it, due to conceptual, historical, moral and political misunderstandings (Kristjánsson, 2013). Real problems (historical, methodological and practical) faced by character education programs in mainstream schools are addressed. The importance of giving personal significance to eudaimonia for promoting character and virtue education at school is discussed. 

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.

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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