scholarly journals Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers’ Counseling Competence

2016 ◽  
Vol 5 (2) ◽  
pp. 285 ◽  
Author(s):  
Mara Gerich ◽  
Bernhard Schmitz
Keyword(s):  
Teacher Preparation ◽  
Parental Involvement ◽  
Prospective Teachers ◽  
Repeated Measures ◽  
Training Programs ◽  
Assessment Instrument ◽  
Counseling Competence ◽  
Teacher Professionalization ◽  
Teacher Training Programs ◽  
Quasi Experimental

<p>In research on parental involvement and teacher professionalization, counseling parents on the support of their children’s learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers’ counseling competence. The current study describes the validation of a behavior-based instrument for the assessment of teachers’ counseling competence including counseling talk simulations with standardized parents as well as the examination of its suitability as an intervention for the improvement of participants’ counseling competence. The validation was carried out within the framework of a longitudinal quasi-experimental study with 51 prospective teachers. Multivariate repeated measures MANOVAs revealed the suitability of the counseling talk simulations both as an assessment instrument and an intervention. Results provide numerous implications for teacher preparation and continuing education, for example, the use of the counseling talk simulations as a didactical tool within the framework of teacher training programs.</p>

What Skills and Abilities Are Essential for Counseling on Learning Difficulties and Learning Strategies?

2015 ◽  
Vol 47 (2) ◽  
pp. 62-71 ◽  
Author(s):  
Mara Gerich ◽  
Simone Bruder ◽  
Silke Hertel ◽  
Monika Trittel ◽  
Bernhard Schmitz
Keyword(s):  
Parental Involvement ◽  
Learning Strategies ◽  
Structural Equation ◽  
Learning Difficulties ◽  
Equation Modeling ◽  
Future Research ◽  
Counseling Competence ◽  
Teacher Professionalization ◽  
Psychometric Models ◽  
Order Four

Counseling parents in supporting their children’s learning processes is increasingly emphasized in research on parental involvement and teacher professionalization as a central task of teachers. However, to date there have been few approaches of developing theoretical or psychometric models that describe the internal structure of teachers’ counseling competence in terms of specific skills and abilities as well as of explaining inter-individual differences. The purpose of the current study was to establish a model of teachers’ counseling competence in parent–teacher talks concerning students’ learning difficulties and learning strategies. In all, 357 teachers participated in the study, which was conducted by means of a scenario test. Structural equation modeling revealed the appropriateness of a second-order, four-dimensional model. Results provide numerous implications for teacher education and future research on teacher professionalization.

scholarly journals Prospective Teachers’ Views on Courses for Culturally Responsive Pedagogy

2019 ◽  
Vol 8 (2S3) ◽  
pp. 1435-1439
Keyword(s):  
Teacher Training ◽  
Prospective Teachers ◽  
Prospective Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Training Programs ◽  
Culturally Responsive Curriculum ◽  
Growing Body ◽  
Teacher Training Programs ◽  
Responsive Pedagogy

While there is a growing body of researches on culturally responsive curriculum, nonetheless, the efficacy of culturally responsive curriculum courses for prospective teacher in preparing these soon-to-be teachers to teach culturally responsive have not been examined thoroughly especially from the perspectives of these teachers. This study was undertaken to fill these gaps and to improve understandings of culturally responsive curriculum. Furthermore, it is hoped that the outcomes of this study could potentially help teacher training programs to understand their effectiveness in training teachers for implementing culturally responsive pedagogy and further improve their programs

scholarly journals EXPLORING THE PRACTICES OF PEACE EDUCATION IN TEACHER TRAINING PROGRAMS AT HIGHER EDUCATION IN PAKISTAN

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Sufi Amin , Muhammad Kamran, Atif Altaf
Keyword(s):  
Teacher Training ◽  
Public Sector ◽  
Educational Research ◽  
Prospective Teachers ◽  
Peace Education ◽  
Teacher Educators ◽  
Training Programs ◽  
Department Of Education ◽  
Teacher Training Programs ◽  
Pre Service Teacher

This study was designed for introducing peace education in pre-service teachers training programs in Khyber Pakhtunkhwa, Pakistan. Peace education is more effective and significant, when implemented according to the social and cultural perspective and the requirements of a country. It should develop the cultural and spiritual principles together with the world-wide human principles. The objectives of the present study were to find out the current practices of peace education and to determine the need of peace education in pre-service teacher training programs. Quantitative approach was used in this study. The research design of this study was survey and descriptive. Descriptive and survey research design is a technique in which huge data of quantitative and qualitative nature both were collected and analysed. The population of the study was comprised of all teacher educators and prospective teachers of Institute of educational research and department of education in all public sector universities in KP. And sample of the study consisted of 278 teacher educators and prospective teachers of Institute of educational research and department of education in all public sector universities in KP. For this research study for data collection self-structured questionnaire was used. The research tools cover all the aspects of peace education with relevant for pre-service teachers education. Research tool was properly validated from the experts of Peace education. First questionnaire was consisted 35 items after validation it decreases to 20 statements. All the statements related to peace education in pre-service teacher training programs. While the reliability of the questionnaire was insured through test retest method. Research personally visited all the selected institutes and collected the data. Hence, it was quantitative study by nature. So, data was analysed through SPSS (Version, 20). Both descriptive and inferential statistic for example percentage and frequencies was used in the interpretation of the data. The data were presented.  

Post-method Pedagogy in Moroccan EFL Classrooms: Public High Schools in Meknes City as a Case

2019 ◽  
Vol 6 (1) ◽  
pp. 71-93
Author(s):  
Mohamed Aymane Sbai
Keyword(s):  
High School ◽  
Teacher Training ◽  
High School Teachers ◽  
Prospective Teachers ◽  
Training Programs ◽  
Classroom Research ◽  
School Teachers ◽  
Teacher Training Programs ◽  
Conventional Methods ◽  
Pre Service Teacher

The ultimate goal of this paper is to investigate the pedagogical views and attitudes of Moroccan high school teachers towards Method-based pedagogy. It attempts to investigate the extent to which teachers are satisfied with and committed to conventional methods. Also, the paper aims at investigating the alternative practices teachers are more likely to resort to in order to compensate for the limitations of conventional methods. In addition to this, a further objective of this study is to investigate the extent to which pre-service teacher training programs in Morocco are aware of the challenges of the post-method era. This is measured through their awareness of the requirements of the post-method era and the extent to which teacher trainers concern themselves with equipping the prospective teachers with the necessary skills to be reflective researchers and responsibly eclectic teachers. In this respect, the data collection instruments opted for in the present study ranged from quantitative to qualitative in nature. The findings reveal that the vast majority of Moroccan high school teachers (P=78%) are dissatisfied with conventional methods and - (P=96%) of them- are not committed to one or two teaching methods. The vast majority report that they resort to an eclectic approach to language teaching due to the impracticality and inflexibility of the established methods. Most teachers (P=80%) admit that they use a random eclecticism as they rely mainly on their intuitive rather than principled judgments. In this regard, interviews with teacher trainers and supervisors also reveal that pre-service teacher training programs in Morocco limit themselves only to training the prospective teachers to use methods and approaches without training them to be responsibly eclectic. The findings also show that the majority of teachers do, to some extent, know about classroom research; however, they - (P=72%) of them- have never conducted it inside their classrooms. The teachers (P=57%) attribute this to the lack of financial support and to the fact that they are not well-trained to conduct research inside their classrooms. Finally, the results of this study imply many suggestions of which we mention: the introduction of a post-method pedagogy in the Moroccan pre-service teacher training programs, equipping teachers with the methodological tools necessary as well as supporting them financially to conduct classroom-research for the purpose of constructing teaching methodologies that suit the needs to the very specific students and contexts within which they work.

Teacher Preparation Programs: A Comparative Study between the Kingdom of Saudi Arabia and Singapore, Japan and South Korea: برامج إعداد المعلمين: دراسة مقارنة بين المملكة العربية السعودية وكل من سنغافورة، واليابان، وكوريا الجنوبية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Abdulaziz Matar Olyan Alenazi
Keyword(s):  
Saudi Arabia ◽  
Teacher Preparation ◽  
Teacher Training ◽  
South Korea ◽  
Training Programs ◽  
Teacher Preparation Programs ◽  
Practical Training ◽  
Kingdom Of Saudi Arabia ◽  
Preparation Programs ◽  
Teacher Training Programs

The present study is based on comparing teacher training programs in Saudi Arabia with teacher training programs in Singapore, Japan and South Korea, in order to find out the reality of these programs and detect similarities and differences among them and the study used the method of comparative analysis, and the tool was represented in a comparison card, which included the following aspects (the authorities supervising the teacher preparation programs - the duration and the system of teacher preparation - the criteria for accepting students - aspects of the teacher preparation program - the evaluation and testing system). One of the most important results of the study was the agreement of the Kingdom of Saudi Arabia and all the comparative countries that the Ministry of Education is responsible for teacher training programs. The study also showed that scientific research is part of the components of teacher training programs in the Kingdom of Saudi Arabia and Singapore. Based on the results, the researcher made a set of recommendations, the most important is: Benefiting from teacher training programs in South Korea by dividing the period of practical training into teaching assistance, teaching practice, school administration, and educational volunteer programs.

Course Content and Assignments of Teacher Preparation Programs in Vision

1991 ◽  
Vol 85 (3) ◽  
pp. 125-128 ◽  
Author(s):  
V.S. Stolarski ◽  
E J. Erwin
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Visual Impairment ◽  
Training Programs ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Course Content ◽  
Course Syllabi ◽  
Teacher Training Programs

While the future of many teacher preparation programs in vision remains unclear, the national demand for teachers who are trained in blindness and visual impairment continues to soar. Course syllabi from teacher training programs in vision were collected to ascertain what teacher trainers think is important content for preservice teachers. The findings revealed that course content, assignments, and requirements tended to vary among programs.

scholarly journals The Usage Level of Time-Saving Measurement and Evaluation Techniques in Teacher Training Programs

2019 ◽  
Vol 12 (10) ◽  
pp. 123
Author(s):  
Mustafa Kılınç
Keyword(s):  
Teacher Training ◽  
Prospective Teachers ◽  
Training Programs ◽  
Education Faculty ◽  
Paper Test ◽  
Time Saving ◽  
Teacher Training Programs ◽  
Measurement And Evaluation ◽  
Usage Level ◽  
Evaluation Techniques

The aim of this study is to explore the level of use of timesaving measurement and evaluation techniques in pre-service teacher training. The research is designed and conducted as a descriptive survey. 200 teacher candidates studying in seven different teacher education programs conveniently sampled from the education faculty located in the Mediterranean region of Turkey. The data was collected through the inventory developed by the researcher. The data analyzed with pairwise and multiple comparison techniques. The study revealed that the instructors at the education faculty were using time-saving measurement and evaluation techniques in their courses at a moderate level. These techniques were mostly used the by pre-school education, and least used in the department of mathematics education. The most commonly used time-saving measurement and evaluation technique in all teacher training programs was the Advantage/Disadvantage Listing Technique. The least-used technique was One Minute Paper Test. The prospective teachers’ opinions did not differ according to their gender. Findings have been discussed in terms of teacher qualifications on the relative to current literature.

Efektivitas Comprehensive Breastfeeding Education terhadap Keberhasilan Pemberian Air Susu Ibu Postpartum

1970 ◽  
Vol 1 (2) ◽  
Author(s):  
Irma Nurbaeti ◽  
Kustati Budi Lestari
Keyword(s):  
Repeated Measures ◽  
Breastfeeding Support ◽  
Breastfeeding Practices ◽  
Breastfeeding Education ◽  
Repeated Measures Analysis ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Convenience Sampling ◽  
Postpartum Mothers

Pemberian Air Susu Ibu (ASI) masih merupakan masalah bagi pemenuhan kebutuhan nutrisi bayi baru lahir. Dukungan agar ibu menyusui bayi merupakan hal penting dalam menginisiasi dan mempertahankan pemberian ASI. Strategi dibutuhkan untuk mendukung keberhasilan menyusui. Tujuan penelitian adalah menganalisis efektivitas comprehensive breastfeeding education terhadap keberhasilan pemberian (ASI) pada periode postpartum. Jenis penelitian ini menggunakan kuasi eksperimen one group pre post test repeated measured design. Jumlah sampel sebanyak 22 ibu dengan menggunakan teknik accidental sampling. Pengumpulan data dilaksanakan pada bulan September–Oktober 2013 di Puskesmas wilayah Kota Tangerang Selatan. Intervensi dilakukan selama 30 menit. Pengumpulan data dilakukan sebelum intervensi, 3 hari setelah intervensi (post1), dan 10 hari setelah intervensi (post 2). Pengumpulan data menggunakan kuesioner dan observasi. Keberhasilan pemberian ASI berdasar pada parameter pengetahuan, langkah menyusui, perlekatan bayi, dan kecukupan ASI. Analisis data menggunakan general linear model repeated measureANOVA. Hasil penelitian menunjukkan adanya signifikansi comprehensive breastfeeding education (p=0.001). Rata-rata keberhasilan pemberian ASI sebelum dan setelah intervensi meningkat. Sebesar 93,9% intervensi memengaruhi tingkat keberhasilan. Rata-rata sebelum intervensi 56,74 (SD 5,92), post 1 sebesar 60,83 (SD 6,38) dan post2 sebesar 74,55 (SD 5,32). Subvariabel yang memiliki efek secara signifikan setelah intervensi adalah pengetahuan (p=0.001) dan langkah menyusui (p=0.001), sedangkan subvariabel perlekatan bayi (p=0.061) dan kecukupan ASI (p=0.162) tidak secara signifikan berbeda antara sebelum dan setelah intervensi. Pelaksanaanbreastfeeding education disarankan pada ibu agar dapat melakukan posisi perlekatan bayi yang benar sehingga dapat mengurangi masalah-masalah berkaitan dengan perlekatan yang tidak sesuai seperti puting perih, lecet atau berdarah, dan bayi kurang puas dalam menyusu yang bisa mengakibatkan gagalnya program ASI ekslusif.Kata kunci:Menyusui, pendidikan, perlekatan, postpartum AbstractBreastfeeding have still been problem for adequate newborn nutrition. Adequate breastfeeding support is essential for mothers to initiate and maintain optimal breastfeeding practices. A strategic needed to support successful breastfeeding. The purpose of research is to analyze the effectiveness comprehensive breastfeeding education on successful breastfeeding at postpartum periods. A quasi-experimental one group pretest, post test, repeated mesaured was used. This study was conducted at public health in Tangerang Selatan municipality in September–October 2013 among 22 postpartum mothers, convenience sampling methods. Intervention was done 30 minute. Data were collected before intervention (pretest), third day after intervention (post 1) and tenth day after intervention (repeated/post 2) using four parameter, that are knowledge, breastfeeding steps, proper lacth-on and adequate breastmilk. Using repeated measures analysis of variance there was a significant increase (p=0.001) in the overall Successful breastfeeding mean. Around 93,9% the effectiveness of intervention influence on successful. The mean before intervention is 56,74 (SD 5,92), increased at post 1:60,83 (SD 6,38) and post 2:74,55 (SD 5,32). Subvariable which has effect significantly after intervention is knowledge (p=0.001) and breastfeeding steps (p=0.001), in contrary, proper latch-on (p=0,061) and adequate breastmilk (p=0.162) have no significant effect after intervention. Suggestion to support breastfeeding education and counselling proper latch-on adequately that can decrease the problem such as painful, creaks or bloody putting.Key words: Breastfeeding, education, latch-on, postpartum

Pesquisas sobre Currículos e Culturas: tensões, movimentos e criações

2020 ◽  
Author(s):  
Maria Patrícia Silva
Keyword(s):  
Health Care ◽  
Research Group ◽  
Training Programs ◽  
Academic Research ◽  
Art Music ◽  
The Other ◽  
Educational Policies ◽  
Cultural Spaces ◽  
Teacher Training Programs ◽  
Do It Yourself

The book Research on Curricula and Cultures: tensions, movements and creations, organized by Marlucy Alves Paraíso and Maria Patrícia Silva, it consists of 17 chapters, one of which is an interesting work by a Canadian scholar who investigates state anti-feminism. The other chapters bring results from 16 researches developed by researchers from the Study and Research Group on Curricula and Cultures (GECC), created and coordinated by Marlucy Alves Paraíso, which has researchers from several Brazilian universities and states. The articles in the book combine the post-critical perspectives used to investigate curricula and cultures in their different nuances, addressing silences, power relations, modes of subjectivation and the movements that prevent their fixity. The book brings research results that discuss the possibilities of creating possibilities at school and in other cultural spaces that also have curricula and develop pedagogies, such as: cyberspace, city, health care programs, teacher training programs, educational policies, etc. In addition, curricula are investigated with emphasis on different practices and aspects: childhood, art, music, dance, gender, sexuality, ethnicity, corporality, politics, with research that also innovates methodologically when operating with openings, experiments, do-it-yourself and compositions in different ways. to research curricula without rigidity, although with the necessary rigor in academic research. O livro reconhece de diferentes modos as possibilidades de conexões entre currículos e culturas, e mostra movimentos capazes de operar transgressões apostando em uma cultura porvir.

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