Suchergebnisse

The article examines the problem of studying, generalization and implementation of the advanced teaching experience of the 2nd half of the 20th century. Particularly on the basis of normative and legislative documents (orders, regulations), transcripts, instructional and methodical materials, reports the main tendencies and state of organizational work concerning that issue at the district, regional and all-Ukrainian levelsare reflected. The author describes the organizational forms of studying, generalization and implementation of the advanced teaching experience as well as during the training preparation at the Teachers'Training Institutes, and inter-course period (schools of advanced teaching experience, teacher's days, catalogue of advanced teaching experience, etc.). ; У статті розглянуто джерельну базу проблеми вивчення, узагальнення і впровадження передового педагогічного досвіду ІІ половини ХХ століття. Зокрема на основі нормативно-правових документів (наказів, Положень), стенограм, інструктивно-методичних матеріалів, звітів висвітлено основні тенденції та стан організаціїї роботи з цього питання на районному, обласному та всеукраїнському рівнях. Автором описано організаційні форми вивчення, узагальнення і впровадження передового педагогічного досвіду як під час курсової підготовки в інститутах удосконалення вчителів, так і в міжкурсовий період (школи передового педагогічного досвіду, дні вчителя, картотека передового педагогічного досвіду та ін).

There is a tendency in much educational thinking to view pupils in passive terms, as the material on which schools operate. This damaging view is challenged here. Significant recent research shows the effects of changing educational conditions on the experience of teaching and learning in schools. By redressing the balance and acknowledging the affective side of pupils and their learning, this book shows that improved understanding leads to improved teaching. Contributions from Stephen Ball, Martyn Descombe, Ann Filer, Andy Hargreaves, Bob Jeffrey, Geoff Troman, Andrew Pollard and Peter Woods

As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to students in inclusion classrooms, has been on the rise and is considered by some educators as a method for meeting mandates required by law. While co-teaching is an idea that should work in practice, teachers who implement co-teaching find themselves facing complex issues regarding their roles and responsibilities within the context of program logistics. This qualitative study was designed to help co-teaching partners and others to understand how co-teaching partnerships are formed, develop, and work in classrooms. This understanding may be helpful to others as they seek to overcome barriers and form relationships that facilitate successful co-teaching partnerships. Elementary co-teachers in a rural school district were interviewed face-to-face, and a document analysis was conducted to examine how co-teachers experience co-teaching partnerships. Six general education co-teachers and six special education co-teachers were randomly selected for interviews, and they were asked to bring any literature that they had received on co-teaching to the interviews. Results indicate that co-teachers thought compatibility was important when working as co-teachers. They expressed the need for a mutual planning time during the school day, and both general and special education co-teachers were concerned about the amount of uninterrupted time special education teachers could spend in inclusion classrooms. When co-teachers thought they had a compatible partnership, they were willing to make alternative planning arrangements, and they were accepting of the time special education co-teachers could spend in the classroom. ; Ed. D.

Team teachingcan be difficult even when partners come from the same background. Teaching with someone from a different culture can be truly daunting. In this article, the authors describe experiences and challenges of bicultural teams teaching in an emerging graduate business program in Vietnam and build on literature from unicultural team teaching. In addition, they offer general suggestions about how to develop good bicultural teaching teams. They also discuss implications for individual teachers.

peer-reviewed ; Research relating to the nature and purpose of 'design' activity across education sectors has accelerated in recent years as governments and policy makers throughout the world high light the importance of skills such as creative problem-solving and innovation. Within sec ondary schools, responsibility for teaching and learning through design is often assigned to Technology and Engineering subjects, however, gaps tend to exist in relation to what dif ferent teachers understand and experience about the teaching and learning of problem-solv ing and design in their classrooms. In this exploratory study, a small group of practicing secondary school teachers completed a one day training workshop where they were intro duced to new knowledge and pedagogical skills relating to design problem-solving using a classroom intervention called 'Designing Our Tomorrow'. The teachers participated in a focus group discussion before and after the workshop in which they discussed their experi ences in teaching design. Conceptual Metaphor Theory (CMT) (Lakof & Johnson Meta phors we live, University of Chicago Press, 1980) was employed to highlight the fgures of speech used by the teachers during the focus groups and from these a number of conceptual metaphors were identifed that described their understandings and experiences of teaching design problem-solving. In synthesizing the broad theoretical base relating to understand ings of design problem-solving and CMT together with the fndings from the one day pro fessional development workshop, the paper highlights the potential value for researchers in using CMT to unpack teachers' views on how design problem-solving is taught and learned in schools. Finally, the paper reveals a potential new space to inform and evaluate future professional development of Technology teachers, particularly where the focus is on com plex and difcult to defne concepts such as design and problem-solving.

The fostering tolerance problem in the modern world is becoming increasingly current in the context of globalization processes and the migration crisis. Following the need to cultivate tolerance in the younger generation, French modern education system aims to install the 'values of the Republic' as an element of public school programs. At the same time it turned out that most teachers are not sufficiently trained to carry out educational activities in the sphere of fostering tolerance. The education system reform carried out in 2013 made this training compulsory introducing the so-called 'Common Core Program' (Tronc Commun) to future teachers of all specialties. Within the program teachers deepen their knowledge in history, philosophy, law, sociology, pedagogy.

A teaching practicum is officially offered to pre-service English as Foreign Language (EFL) teachers, randomly selected for either urban or rural schools. The study aims to describe and disseminate the obstacles experienced by those teaching English in rural schools during their Teaching Practicum Program (TTP). Seventeen pre-service teachers participated in the qualitative study. Interviews and observations were the main methods of data collection. The results reveal that the obstacles faced by the pre-service EFL teachers were around classroom management, learning materials or resources, teaching aids or media, teaching methods, learners' English skills, choice of language use, slow internet connectivity, learners' motivation, evaluation technique and parental support. The discussion includes implication for need to reorganize future teaching practicum.

Abstract
The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students' feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers' frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.

Teacher performance is an essential element in the world of education which is a determinant of the high or low quality of education that occurs in the school environment, this is because teachers are people who often interact with students directly during the teaching process. The purpose of this research is to know how much the influence of teaching experience, school culture and motivation can affect teacher's performance. The data analysis method is quantitative, Partial Least Squares (PLS) is the data analysis approach used in this study. Partial Least Squares (PLS) is a Structural Equation Modeling (SEM) equation model that utilizes component-based structural equation modeling techniques.. The sampling technique used in this research is a Saturated Sample. The samples taken were 71 samples of MTS 1 teachers in Bekasi City. This study uses PLS 3 as an analytical tool and is assisted by the Statistical Package for the Social Sciences or SPSS. The partial test results showed that teaching experience significantly affected teacher performance, school culture had no significant effect on teacher performance, and motivation significantly affected teacher performance. The results of the simultaneous test study showed that teaching experience, school culture, and motivation had a significant effect on teacher performance.