Suchergebnisse

Pre-service teacher training (PTT) is one of the points where questions about school life inevitable converge. Teacher profile required by each educational system, according to the context and specific characteristics os each society, should be based on pre-service teacher training. This is the way pre-service teacher training is approached here. On the one hand, this works attempts to reflect on the importance of PTT in the construction of teacher profession integrated in what is known as the 'technological society'. On the other hand, this work aims to analyse how they use de formal knowledge of technology acquired in higher education institutions during their work as teacher trainees. As part of this exploratory study with probationary teachers, various techniques of data collection were used, including interviews and questionnaires. They were based on a review of available literature and an analysis of relevant legislation, allowing the authors to access probationary teachers' ICT skills and identify how they had been acquired. Their use of ICT resources, their motives in using them and their perceptions of the suitability of ICT to teaching and learning were also studied. The results reveal the state of ICT implementation in pre-service teacher training at public universities in Lisbon, and subsequently how future secondary teachers use ICT at school, during their probationary year.

ABSTRACTThe advent of digital course offerings, the use of social media, the integration of the Khan Academy into curricula, the use of smart phones and tablets, and massive online courses place greater emphasis than ever on effective teaching. While business schools fund faculty development in teaching, too few doctoral programs offer systematic teacher training. We discuss the lack of, and the need for, comprehensive teacher‐training programs. We present the Robinson College of Business model and offer recommendations on how to get started. It is time for PhD programs to certify that their students are capable of teaching upon graduation.

The use of instructional technologies has an impact on students' content acquisition and adds to class performance (Baylor and Ritchie, 2002). However, Beggs (2000) notes that research has shown that it is not only the technology that is important, but also how it is used that improves learning and increases pupils' interest. In view of this, since not much was known about the use of technologies in teacher training colleges in Malawi, this study was designed to establish how instructional technologies were used by tutors in those colleges. The technologies studied were chalkboards, flip charts, overhead projectors, videos, computers, and local resources from the environment. The research questions were (a) How often did tutors use instructional technologies in their teaching? (b)What reasons did tutors have for using and not using instructional technologies in their teaching? (c)How did college tutors perceive their competence levels in using instructional technologies? (d)What attitudes did the college tutors have towards the use of instructional technologies? (e)What did tutors consider important factors in influencing their use of instructional technologies? The sample consisted of tutors from Karonga, Lilongwe, St. Joseph's, Blantyre, and Montfort Teacher Training Colleges, who completed a survey designed to address the research questions. In addition to the tutors, a snapshot study was conducted with faculty at Domasi College of Education to establish how use of computer technology was established and sustained and what lessons could be learned that could assist the teacher training colleges as they encourage computer use among their tutors. The results of the survey that was conducted with the tutors revealed that there was infrequent use of higher order instructional technologies i.e. overhead projectors, videos, and computers, which was attributed to lack of training, unavailability of the technologies, and lack of maintenance. The failure to use the locally available resources by some of the tutors was attributed to lack of creative thinking as well as lack of initiative to use the local environment in their teaching. Constant training and peer support on how to use the instructional technologies are some of the lessons to be learned from Domasi College of Education. The study concludes with a suggested process for how government and the teacher training institutions can work collaboratively to maximize the use of instructional technologies in the teaching and learning process for prospective teachers. Several possibilities for further research on the use of instructional technologies have been highlighted. ; Ph. D.

Abstract
This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and "teaching" of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take "possession" of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

Purpose
Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching-learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education.


Design/methodology/approach
The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world's most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest).


Findings
This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student's curriculum.


Research limitations/implications
One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted.


Originality/value
This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in "sustainability".

One of the ancillary goals of economic education programs in transitioning economies is to foster positive attitudes toward market economies. Using a simultaneous equations model to account for the interaction between attitudes and economics knowledge, this research examines the factors that contribute to the pro-market attitudes of teachers participating in economics training programs sponsored by the National Council on Economic Education in Russia, Central Asia and Central and Eastern Europe. Empirical results indicate that training increases the probability participants will possess positive attitudes toward market economies, but that possessing positive attitudes toward free-markets does not necessarily imply greater economics knowledge.

This paper describes the approach applied to the introduction of self-reliant internship into the in-service TVET (Technical Vocational Education and Training) teacher training at the Technical Teacher Training Institute (TTTI) in Afghanistan. As data show in 2014, Afghan TVET teachers neither meet the legal requirements set by the government (Bachelor degree) nor have contacts to or work experiences in private or public sector companies. They have no knowledge of the working requirements they are preparing their students for. Consequently, in-service teacher training at the TTTI has to provide it's learners with knowledge and skills in accordance with the market requirements. Thus, at the TTTI Capacity Building is focusing among others on the multifaceted interdependent relationship between teacher-student-company in order to empower teachers to be able to contribute to the employability of their students. In this respect TTTI's in-service teacher training foresees the teacher's participation in a private or public sector self-reliant internship to benefit from the expertise of companies' work force and employers and actualize their understanding for the world of work. Afghan TVET teachers completing successful the TTTI in-service training are able to train many cohorts of students for the labor market or self-employment with the gained competences. Two subsequent cohorts of TTTI trainees - government employed TVET teachers undergoing in-service teacher training - have been participating for their first time in self-reliant internship in 2013 and 2014. According to the findings, recommendations are given for using the approach of introducing internship in in-service training for TVET teacher capacity building.