teacher development programmes: Topics by Science.gov

Sample records for teacher development programmes

Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

ERIC Educational Resources Information Center

Svendsen, Bodil

2016-01-01

The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…
Foreign Language Teachers' Professional Development through Peer Observation Programme

ERIC Educational Resources Information Center

Dos Santos, Luis Miguel

2016-01-01

The purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers' perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme…
Professional Development Programmes for Teachers in the Northern Territory of Australia: Enablers and Inhibiters for Success in Two Aspirant Leadership Programmes

ERIC Educational Resources Information Center

Speering, Glen

2016-01-01

Professional development programmes for teachers have become an increasing focus in the quest to improve teacher quality. In regional and remote areas of Australia the delivery of professional development programmes can become problematic. This study compares and contrasts the two separate professional development programmes evaluated (Programme A…
Meeting Teacher Expectations in a DL Professional Development Programme--A Case Study for Sustained Applied Competence as Programme Outcome

ERIC Educational Resources Information Center

Kruger, Cornè Gerda; Van Rensburg, Ona Janse; De Witt, Marike W.

2016-01-01

Meeting teacher expectations for a professional development programme (PDP) is expected to strengthen sustainable applied competence as programme outcome since teachers will be more motivated to apply the programme content in practice. A revised distance learning (DL) programme was augmented by a practical component comprising a work-integrated…
Examining the Invisible Loop: Tutors in Large Scale Teacher Development Programmes

ERIC Educational Resources Information Center

Bansilal, Sarah

2014-01-01

The recent curriculum changes in the South African education system have necessitated the development of large scale in-service training programmes for teachers. For some teacher training providers this has resulted in utilizing the services of tutors or facilitators from the various regions to deliver the programme. This article examines the role…
Effectiveness of Teacher Education Programmes in Developing Teaching Skills for Secondary Level

ERIC Educational Resources Information Center

Ullah, S. Zia; Farooq, M. S.; Memon, R. A.

2008-01-01

The purpose of the study was to evaluate the effectiveness of secondary school teacher education programme in terms of development of selected teaching skills and suggesting ways and means to improve the programme. The population of the study comprised of the pre-service teachers of all the government colleges of education for men and women in…
A Teacher Competence Development Programme for Supporting Students' Reflection Skills

ERIC Educational Resources Information Center

Dekker-Groen, Agaath M.; van der Schaaf, Marieke F.; Stokking, Karel M.

2013-01-01

This study aimed to evaluate a training programme for Dutch teachers in six institutes for nursing education to support students' reflection skills. The research question was: what are the feasibility, quality and effects of the programme? The training programme focused on four competences of teachers regarding instructing, guiding, giving…
The Sustainability of a Teacher Professional Development Programme for Beginning Urban Teachers

ERIC Educational Resources Information Center

Gaikhorst, Lisa; Beishuizen, Jos J. J.; Zijlstra, Bonne J. H.; Volman, Monique L. L.

2017-01-01

This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were…
Examining the Sustainability of Teacher Learning Following a Year-Long Science Professional Development Programme for Inservice Primary School Teachers

ERIC Educational Resources Information Center

Drits-Esser, Dina; Gess-Newsome, Julie; Stark, Louisa A.

2017-01-01

This two-year, mixed-methods study explored teacher learning during a year-long professional development programme and during the year following the programme. The study examined patterns of change in primary school teachers' inquiry practices, inquiry beliefs and physical science content knowledge during both years as well as the effects of…
Designing Continuous Professional Development Programmes for Teachers: A Literature Review

ERIC Educational Resources Information Center

Luneta, K.

2012-01-01

Continuous professional development is essential for upgrading and updating teachers because the rate of social and educational change makes pre-service training an inadequate basis for long term professional competence. The design of these continuous professional development programmes must be informed by an effective needs analysis that…
A School-Based Professional Development Programme for Teachers of Mathematical Modelling in Singapore

ERIC Educational Resources Information Center

Tan, Liang Soon; Ang, Keng Cheng

2016-01-01

A school-based professional development programme (SBPD) aimed at developing secondary school mathematics teachers' competencies to teach mathematical modelling in Singapore is presented and evaluated in this article. The SBPD is characterized by two key features--content elements to develop teachers' knowledge and skills, and transformative…
Great Expectations: Teacher Learning in a National Professional Development Programme

ERIC Educational Resources Information Center

Armour, Kathleen M.; Makopoulou, Kyriaki

2012-01-01

This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and "collective participation" were positive factors. Research participants reported difficulties, however, in…
Classification of Staff Development Programmes and Effects Perceived by Teachers

ERIC Educational Resources Information Center

De Rijdt, Catherine; Dochy, Filip; Bamelis, Sofie; van der Vleuten, Cees

2016-01-01

Educational institutions offer diverse staff development programmes to allow staff members to keep up with educational innovations and to guarantee educational quality. The current study investigates by means of a survey and semi-structured interviews whether the teacher perceives staff development as a management model, a shop-floor model or a…
The Effects of a Professional Development Programme on Primary School Teachers' Perceptions of Physical Education

ERIC Educational Resources Information Center

Harris, Jo; Cale, Lorraine; Musson, Hayley

2011-01-01

The impact of a professional development programme on primary school teachers' perceptions of physical education was investigated. Primary school teachers from five local education authorities in England provided data for the study via pre-course audits, course evaluations immediately following the programme, and focus groups and individual…
The Contribution of a Particular "Kids in Parks" Programme to the Professional Development of Teachers

ERIC Educational Resources Information Center

Ferreira, J. G.

2014-01-01

This article considers the possible contribution of the "kids in parks" programme offered at Golden Gate Highlands National Park to the professional development of teachers. Focus group interviews were held with teachers who participated in the programme, and an interview with open-ended questions was held with a learning facilitator…
Contribution of a Professional Development Programme to the Quality and Retention of Teachers in an Urban Environment

ERIC Educational Resources Information Center

Gaikhorst, Lisa; Beishuizen, Jos J.; Zijlstra, Bonne J. H.; Volman, Monique L. L.

2015-01-01

This study examined the effects of a professional development programme aimed at equipping teachers for the challenges of teaching in urban schools. The contribution of the programme to teacher quality and teacher retention was evaluated using a mixed research design in which both quantitative (N?=?133) and qualitative (N?=?42) approaches were…
Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

ERIC Educational Resources Information Center

Gossman, Peter; Horder, Sue

2016-01-01

This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…
The Impact of a Professional Development Programme on Primary Teachers' Classroom Practice and Pupils' Attitudes to Science

NASA Astrophysics Data System (ADS)

Smith, Greg

2015-04-01

This study investigates the relationship, if any, between teacher participation in a targeted professional development programme and changes in participants' instructional practice and their pupils' attitudes to learning primary science. The programme took place over a 2-year period in 15 small rural schools in the West of Ireland. Data sources include teacher and pupil questionnaires, semi-structured interviews and informal classroom observations. The findings reveal that as a result of their involvement in the programme, (a) teachers' instructional practice in science lessons became more inquiry-based and they were engaging their pupils in substantially more hands-on activities in science lessons and (b) pupils developed more positive attitudes towards learning science. The findings from this study add to what is known about delivering effective professional development.
Emotional and behavioural barriers to learning and development in the inclusive education classrooms in South Africa: Developing a training programme for teachers.

PubMed

Potgieter-Groot, Lucia; Visser, Maretha; Lubbe-de Beer, Carien

2012-07-01

The interaction between teachers, classroom strategies and learners experiencing emotional and behavioural barriers to learning and development in a system of inclusive education results in multiple dynamics on different levels. Many teachers in mainstream education lack training to deal with learners experiencing emotional and behavioural barriers. Resistance towards inclusive education is therefore evident. This paper describes the process of developing an in-service training programme for teachers who deal with learners with emotional and behavioural barriers in their classrooms. A process of action research was used to allow the researcher, in collaboration with 47 teachers from 2 primary schools, to develop a training programme to address the specific needs of teachers in dealing with learners experiencing emotional and behavioural barriers in their classes. Qualitative feedback from teachers and observations by the researcher and external observers were used to evaluate the appropriateness of the training. Teachers experienced that appropriate classroom management strategies made a significant difference in the behaviour of learners experiencing emotional and behavioural barriers. The training affected teachers' attitudes, teacher-learner interaction, learner behaviour and school organisation. In-service training for teachers can affect the effective implementation of inclusive education. This programme can be adapted to address the needs of teachers in other areas.
Reflections on a Primary School Teacher Professional Development Programme on Learning English through Process Drama

ERIC Educational Resources Information Center

To, Lai-wa Dora; Chan, Yuk-lan Phoebe; Lam, Yin Krissy; Tsang, Shuk-kuen Yvonne

2011-01-01

This article documents the authors' reflections on a teacher professional development programme conducted in 38 Hong Kong primary schools on the teaching of English through Process Drama. The authors draw upon the views of school principals, subject panel head teachers, English teachers, students and parents in focus group interviews to examine…

Integrated Teacher Education Programme for Open Distance Learning: A Model for Development and Implementation

ERIC Educational Resources Information Center

Bose, Sutapa

2013-01-01

Teacher education in India, including that offered by the open distance learning (ODL) system to thousands every year, imparts mainly pedagogic knowledge, although the need for integrated teacher education programmes has been underscored. As the Indira Gandhi National Open University (IGNOU), an ODL institution, will develop an integrated Bachelor…
The Early-Career Development of Science Teachers from Initial Training Onwards: The Advantages of a Multifaceted Five-Year Programme

ERIC Educational Resources Information Center

Clarke, Julian; Howarth, Sue; King, Chris; Perry, John; Tas, Maarten; Twidle, John; Warhurst, Adrian; Garrett, Caro

2014-01-01

If a programme were to be devised for the early-career development of science teachers, what might such a programme look like? This was the focus of a meeting of science educators interested in developing such a structure, from the start of initial teacher training onwards. The contributions, modified and written up here, include a suggested…
Benefits of Continuing Professional Development (CPD) Programmes in Music for KS2 (Primary) Teachers through the Example of the London Symphony Orchestra (LSO) on Track Programme

ERIC Educational Resources Information Center

Varvarigou, Maria; Creech, Andrea; Hallam, Susan

2012-01-01

Between September 2008 and August 2010 24 KS2 classroom teachers were involved in a two-year programme of continuing professional development (CPD), delivered by the LSO in partnership with Local Authority Music Services. The teachers indicated that they embarked on the CPD programme looking forward to opportunities to share good practice, gain…
`Risky fun' or `Authentic science'? How teachers' beliefs influence their practice during a professional development programme on outdoor learning

NASA Astrophysics Data System (ADS)

Glackin, Melissa

2016-02-01

Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers' beliefs and their pedagogical practice during a two-year professional development programme associated with the 'Thinking Beyond the Classroom' project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued 'authentic' science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.
Early-Years Teachers' Professional Upgrading in Science: a Long-Term Programme

NASA Astrophysics Data System (ADS)

Kallery, Maria

2017-04-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at developing and implementing curriculum activities to which they would contribute and thus meaningfully engaging them in their own learning. The programme used a `collaborative partnership' model for the development of the activities. In this model, the collaborative notion is defined as an act of `shared creation': partners share a goal and members bring their expertise to the partnership. Within this context, the partners were a researcher in science education with a background in physics, who also served as a facilitator, and six in-service early-years teachers with a background in early-years pedagogy and developmental sciences, who had many years of experience (classroom experts). These teachers participated in the programme as co-designers, but were involved to a significantly lesser degree than the researcher. The programme procedures comprised group work and individual teachers' class work. Data sources included teachers' essays, field-notes, lesson recordings and group-work records. Data were qualitatively analysed. The main results indicate improvement of teachers' `transformed' knowledge of the subject matter, development/improvement of knowledge of instructional strategies, including factors related to quality of implementation of the activities, knowledge of the pupils and improvement of the teachers' efficacy.
Continuity, Support, Togetherness and Trust: Findings from an Evaluation of a University-Administered Early Professional Development Programme for Teachers in England

ERIC Educational Resources Information Center

McIntyre, Joanna; Hobson, Andrew J.; Mitchell, Nick

2009-01-01

This article discusses the evaluation of a unique university-based early professional development (EPD) programme in England that enabled newly and recently qualified teachers to have continued contact with their initial teacher preparation provider. The programme was designed to enhance the induction, EPD and retention of beginning teachers of…
A Qualitative Analysis of Pre-Service Primary School Teachers' TPACK Development over the Four Years of Their Teacher Preparation Programme

ERIC Educational Resources Information Center

Gill, Lincoln; Dalgarno, Barney

2017-01-01

This article reports on a qualitative case study which examined the development of six Australian pre-service teachers' Technological Pedagogical and Content Knowledge (TPACK), through a series of six semi-structured interviews, over the duration of their four-year teacher preparation programme. Consistent with the research design employed,…
The Power of Continuity in Graduate Teacher Education Master's Programmes

ERIC Educational Resources Information Center

Molseed, Timothy R.

2009-01-01

The intentional development of continuity as it applies to programme structure, themes and outcomes is examined for their power in providing a coherent circular connection between the philosophy, operation, assessment and outcomes of a graduate teacher education programme. It is argued that the intentional development of programme continuity will…
Influence of Teacher Preparation Programmes on Preservice Teachers' Attitudes toward Inclusion

ERIC Educational Resources Information Center

Kim, Ji-Ryun

2011-01-01

With the increased implementation of inclusive education, teacher educators have been challenged to make changes in programmes to prepare preservice teachers to educate diverse learners. These changes are reflected in various types of teacher preparation programmes that are transformations of traditional general education and special education…
Pre-Service Teachers' Perceptions of a Short-Term International Experience Programme

ERIC Educational Resources Information Center

Barkhuizen, Gary; Feryok, Anne

2006-01-01

Short-term international experiences (STIE) are becoming a regular, sometimes required, feature of pre-service language teacher education programmes. Often inappropriately termed "immersion programmes", they aim to give teachers the opportunity to improve their language proficiency in the language they will teach, to develop their…
Initiating an Action Research Programme for University EFL Teachers: Early Experiences and Responses

ERIC Educational Resources Information Center

Burns, Anne; Westmacott, Anne; Ferrer, Antonieta Hidalgo

2016-01-01

Accounts of how teacher educators begin to plan, develop, and support action research programmes for language teachers are rare, as are descriptions of the responses of the teachers who participate. This article documents and analyses the initial processes of introducing and supporting a new programme of action research for language teachers at…
Early-Years Teachers' Professional Upgrading in Science: A Long-Term Programme

ERIC Educational Resources Information Center

Kallery, Maria

2018-01-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at…
The Impact of a Professional Development Programme on Primary Teachers' Classroom Practice and Pupils' Attitudes to Science

ERIC Educational Resources Information Center

Smith, Greg

2015-01-01

This study investigates the relationship, if any, between teacher participation in a targeted professional development programme and changes in participants' instructional practice and their pupils' attitudes to learning primary science. The programme took place over a 2-year period in 15 small rural schools in the West of Ireland. Data sources…
The Evaluation of Foreign-Language-Teacher Education Programmes

ERIC Educational Resources Information Center

Peacock, Matthew

2009-01-01

This article presents a new procedure for the evaluation of EFL teacher-training programmes based on principles of programme evaluation and foreign-language-teacher (FLT) education. The procedure focuses on programme strengths and weaknesses and how far the programme meets the needs of students. I tested the procedure through an evaluation of a…
Investigating the Differential Effectiveness of a Teacher Professional Development Programme for Rural and Urban Classrooms in Indonesia

ERIC Educational Resources Information Center

Soebari, Titien; Aldridge, Jill M.

2016-01-01

This article reports on the differential effectiveness of a teacher professional development programme for teachers in urban and rural schools in Indonesia. The study employed an embedded mixed methods design that involved the concurrent collection of both quantitative and qualitative data. The quantitative component involved a pre-post design in…
Snapshots of Student-Teachers' Experiences of DVDs in a Learner Support Programme in a Developing ODL Context

ERIC Educational Resources Information Center

Kok, Illasha; Blignaut, A. Seugnet

2014-01-01

The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen…
Variations in Primary Teachers' Responses and Development during Three Major Science In-Service Programmes

ERIC Educational Resources Information Center

Jarvis, Tina; Pell, Anthony; Hingley, Philip

2011-01-01

This paper reports on how different types of teachers responded to in-service aimed at developing investigative-based science education (IBSE) in primary schools, and the extent to which they applied their new skills in the classroom. Common items from evaluation questionnaires allowed data to be combined from three major in-service programmes.…
Designing Individualised Leadership Development Programmes

ERIC Educational Resources Information Center

Forde, Christine; McMahon, Margery; Gronn, Peter

2013-01-01

The recruitment of sufficient numbers of suitably qualified teachers into headship is an international issue and to address this in Scotland alternative headship preparation programmes were trialled to provide greater flexibility in order to better match the individual development needs and circumstances of the aspirant head teachers. Drawing from…
Challenging Ideological Environments: International Teachers' Experiences in an Outside-of-Country Teacher Training Programme

ERIC Educational Resources Information Center

Gutierrez, Amanda

2016-01-01

Teacher training for developing nation contexts is often conducted in short, intensive inside and outside-of-country programmes. Concerns have been raised in relation to the uncritical take-up of the western-centric material provided by these programmes, which are usually funded by national and international government organizations. This paper…
The Implementation of a Behavioural Support Programme: Teachers' Perceptions of the Programme and Themselves as Providers

ERIC Educational Resources Information Center

Ingemarson, Maria; Bodin, Maria; Rubenson, Birgitta; Guldbrandsson, Karin

2016-01-01

Purpose: The purpose of this paper is to investigate how teachers received and perceived the school programme Prevention in School (PS), a positive behavioural support programme; how did the teachers perceive the programme characteristics and themselves as providers; and how did this affect programme implementation? Design/methodology/approach:…

Teacher Effectiveness Enhancement Programme: Evaluation Report and Executive Summary

ERIC Educational Resources Information Center

Education Endowment Foundation, 2016

2016-01-01

The Teacher Effectiveness Enhancement Programme (TEEP) is a CPD programme that aims to improve teachers' classroom practice. TEEP training is offered as a whole-school approach by the Schools, Students and Teachers Network (SSAT). All staff in a school received three days of training over a period of two terms. A smaller cohort of teachers, chosen…
Community-Based Teacher Professional Development in Remote Areas in Indonesia

ERIC Educational Resources Information Center

Harjanto, Ignatius; Lie, Anita; Wihardini, Diah; Pryor, Laura; Wilson, Mark

2018-01-01

The Indonesian government has been struggling to improve the quality of teachers in its public and private schools. Several programmes of teacher education and teacher certification have been designed to enhance teacher quality. However, the programmes do not yet develop effective teachers. Supporting the government programmes, the Tanoto…
Challenges of Administering Teacher Education Programme in Kenyan Universities

ERIC Educational Resources Information Center

Genvieve, Nasimiyu

2017-01-01

Proper management of logistical issues in Teacher education programme tends to promote the quality of preparation of school teachers. The main objective of the study was to investigate challenges of administering teacher education programmes in Kenyan universities. The theoretical framework of the study was adopted as used by Koehler and Mishra's…
The development of elementary teacher identities as teachers of science

NASA Astrophysics Data System (ADS)

Carrier, Sarah J.; Whitehead, Ashley N.; Walkowiak, Temple A.; Luginbuhl, Sarah C.; Thomson, Margareta M.

2017-09-01

The purpose of this qualitative study was to investigate the contributions of pre-service teachers' memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants' identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.
Issues in Developing Programmes to Support Teachers of Philology in Using Information and Communications Technologies in Greek Schools: A Case Study

ERIC Educational Resources Information Center

Fragkouli, Elpiniki; Hammond, Michael

2007-01-01

This paper reports on a case study of an in-service teacher-training programme for Greek philology teachers, from 2002 to 2003, which was designed to develop the use of information and communications technologies in their teaching. It draws on questionnaires and interviews with 34 teachers who took part in the training. In addition, the three…
ESL Student Teachers' Perceptions of a Short-Term Overseas Immersion Programme

ERIC Educational Resources Information Center

Lee, Jackie F. K.

2009-01-01

In recent years there has been an increasing demand for teachers to develop the international knowledge and skills necessary to help promote their students' global perspectives. The Hong Kong Special Administrative Region Government has seized the initiative to provide mandatory overseas immersion programmes for pre-service English teachers to…
The impact of the `Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work

NASA Astrophysics Data System (ADS)

Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael

2014-09-01

Background:Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The 'Getting Practical' CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers' predominantly 'hands-on' approach to practical work to one which manifests a more equitable balance between 'hands-on' and 'minds-on'. Purpose:To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers' ideas and practice in science practical work in primary and secondary schools in England. Programme description:The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample:Ten teachers of primary science and 20 secondary science teachers. Design and methods:The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within 30 schools. Results:Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice. Conclusion:The findings suggest that if change, rather than only an enhanced awareness of the issues, is to be brought about in established teaching practice then there is a need for ongoing support over an extended period of time. Furthermore, the impact of such CPD is more likely to be effective if it is undertaken by a senior member of a department or school with the full support of the SMT. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26610150','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26610150">Communities of teaching practice in the workplace: Evaluation of a faculty development programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Schreurs, Marie-Louise; Huveneers, Wilma; Dolmans, Diana 2016-08-01 The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment. We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions. This UTQ programme spanned one year and covered 185 hours of formal and informal learning and training activities and formal coaching. After having obtained their UTQ, teachers reported that coaching enhances reflection and feedback, to participate more frequently in educational networks, which enhances consultation among teachers, increased awareness of organizational educational policies and more confidence in fulfilling educational tasks and activities. The evaluation of the UTQ programme demonstrated to enhance the development of a community of teachers at the workplace who share a passion for education and provide each other with support and feedback, which triggered a change in culture enhancing improvement of education. However, this did not hold for all teachers. Inhibiting factors hold sway, such as a prevailing commitment to research over education in some departments and a lack of interest in education by some department chairs. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED566249.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED566249.pdf">Trainning of Special Education Teachers about Curriculum Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ozcan, Deniz; Uzunboylu, Huseyin 2015-01-01 The aim of this study is to determine the needs of special education teachers about curriculum development, and to implement the constructivist approach to in-service training programme for special education teachers. Furthermore, this study seeks to evaluate the developed in-service training programme. The descriptive and experimental methods… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22916546','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22916546">Empowering teachers to change youth practices: evaluating teacher delivery and responses to the FLHE programme in Edo State, Nigeria.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Dlamini, Nombuso; Okoro, Felicia; Ekhosuehi, Uyi Oni; Esiet, Adenike; Lowik, A J; Metcalfe, Karen 2012-06-01 School-based programming is one of the most common approaches to HIV/AIDS prevention among youth. This paper presents the history and development of the Family Life and HIV Education (FLHE) programme in Edo State, Nigeria and results of evaluation of teacher actions and responses to training in its delivery. Results indicate that teachers benefited from the training, were aware of new and/or existing teaching resources and began to teach about HIV/AIDS. Teachers expressed that the programme facilitated open dialogue about HIV/AIDS. However, given limited human resources, FLHE was viewed as additional work to already overloaded teaching schedules. It is recommended that the Ministry of Education channel resources to enhance teachers' efforts towards combating HIV/AIDS. To facilitate learning about sexual health and family life, it is recommended that FLHE-based training be viewed as the first rather than the only step towards teacher professional development in this area. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=logistics+AND+area&pg=7&id=EJ1083448','ERIC'); return false;" href="https://eric.ed.gov/?q=logistics+AND+area&pg=7&id=EJ1083448">Construction of Professional Knowledge of Teaching: Collaboration between Experienced Primary School Teachers and University Teachers through an Online Mentoring Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> da Graça Nicoletti Mizukami, Maria; Maria de Medeiros Rodrigues Reali, Aline; Maria Simões Tancredi, Regina 2015-01-01 This paper is related to an investigation carried out by researchers from a Brazilian public institution (Federal University of São Carlos) and experienced elementary school teachers. It adopts a research and intervention methodology developed in an online continuing teacher education programme, whose aims were the development of mentoring… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teaching+AND+methodology+AND+research+AND+degree&pg=4&id=EJ964967','ERIC'); return false;" href="https://eric.ed.gov/?q=Teaching+AND+methodology+AND+research+AND+degree&pg=4&id=EJ964967">Assessing the Impact of a University Teaching Development Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Trigwell, Keith; Rodriguez, Katia Caballero; Han, Feifei 2012-01-01 Four different indicators are used to assess the impact of a year-long university teaching development programme in an Australian research-led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=deegan&pg=2&id=EJ811919','ERIC'); return false;" href="https://eric.ed.gov/?q=deegan&pg=2&id=EJ811919">Teacher-Writer Memoirs as Lens for Writing Emotionally in a Primary Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Deegan, James G. 2008-01-01 This article examines student teachers' experiences of writing emotionally through the lens of teacher-writer memoirs. The participants were 99 postgraduate student teachers on a sociology of teaching module in an initial primary teacher education programme in the Republic of Ireland. Analysis of journal responses indicated how student teachers… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ969517.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ969517.pdf">Teacher Professional Development: Who Is the Learner?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Petrie, Kirsten; McGee, Clive 2012-01-01 One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1150407.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1150407.pdf">The Effectiveness of Mentoring in the Distance Teacher Education Programme at the Lesotho College of Education: Student Teachers' and Tutors' Perceptions</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mohono-Mahlatsi, Lydia; van Tonder, Fanus 2006-01-01 In response to the need for more qualified primary school teachers in Lesotho, the Lesotho College of Education (LCE) introduced the Distance Teacher Education Programme (DT EP), an in-service training programme for unqualified and underqualified teachers. As part of the curriculum in this programme, the more than 1 200 student teachers who were… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1103178.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1103178.pdf">Value Orientation among Tribal Future Teachers of B.Ed. Programme: Need for Curricular Interventions</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dasari, Rajendra Prasad 2016-01-01 Schools play a vital role in inculcation of values and development of values. It has become, of late, the central concern of teacher education. Teacher education programmes are the effective modes of transmission of values having a direct impact on the school education. A College of Teacher Education was established at Badrachalam exclusively for… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=service+AND+quality&pg=4&id=EJ973679','ERIC'); return false;" href="https://eric.ed.gov/?q=service+AND+quality&pg=4&id=EJ973679">Service Quality and Students' Satisfaction with the Professional Teacher Development Programmes by Distance Mode in a South African University</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Oduaran, A. B. 2011-01-01 This article reports on the relationship between seven factors that described dimensions of education service quality and overall service quality on one hand, and students' satisfaction with the professional teacher development programmes by distance mode in a South African University on the other. We sought to find out whether students enrolled… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1137152.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1137152.pdf">Preparing Pre-Service Teachers as Emancipatory and Participatory Action Researchers in a Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Esau, Omar 2013-01-01 In this paper I analyse the potential that participatory action research holds for educating pre-service teachers to become more critically reflective and socially conscious. I also describe the rationale for and process of engaging pre-service teachers in their teacher education programme. Involving these candidate teachers in participatory… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=nature+AND+Environment+AND+usa&pg=3&id=EJ819839','ERIC'); return false;" href="https://eric.ed.gov/?q=nature+AND+Environment+AND+usa&pg=3&id=EJ819839">A Personal Journey: TGfU Teacher Development in Australia and the USA</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Light, Richard; Butler, Joy 2005-01-01 This paper examines teacher development of TGfU in teacher education programmes in Australia and the USA by taking a cross-sectional snapshot across a sequence covering the final two years of a teacher education programme in which TGfU is emphasised, and the first two years of teaching after graduating from the same programmes. It explores the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=European+AND+journal+AND+curriculum+AND+studies&pg=6&id=EJ1023968','ERIC'); return false;" href="https://eric.ed.gov/?q=European+AND+journal+AND+curriculum+AND+studies&pg=6&id=EJ1023968">The Development of Community Competence in the Teacher Education Curriculum</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan 2013-01-01 Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active">3</li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_4" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active">4</li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="61"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teaching+AND+Science+AND+primary&pg=2&id=EJ1087981','ERIC'); return false;" href="https://eric.ed.gov/?q=teaching+AND+Science+AND+primary&pg=2&id=EJ1087981">Changing Practice: An Evaluation of the Impact of a Nature of Science Inquiry-Based Professional Development Programme on Primary Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Murphy, Clíona; Smith, Greg; Varley, Janet; Razi, Özge 2015-01-01 This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies.… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010AGUFMED51B..02B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010AGUFMED51B..02B">Seismology in Schools an integrated approach to funding developing and implementing a coordinated programme for teachers and high school students</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Blake, T. A.; Jones, A. G.; Campbell, G. 2010-12-01 success of the programme was targeting teachers who would be committed to its implementation and promotion in the school. Strong emphasis by DIAS was placed on providing teacher training days on the set-up and operation of the seismometer, and they were also trained in various animation software programmes used to enhance the learning capacities of the students in the classroom. Regular contact is maintained with the teachers in the programme throughout the academic year to support and encourage their work in the classroom. Teachers receive an SMS alert message from DIAS when an earthquake of Mag 5 has been recorded by the Irish National Seismic network which will then form part of the next lesson plan for Geography and Maths in the curriculum. Most participating schools have become affiliated to the IRIS International Schools Seismic Network site, and students upload the waveform seismic data in SAC format for the recorded seismic events at their school to share with schools internationally. Future developments in the programme will include the investigation of twinning of schools on different continents who are actively pursuing a seismology in schools programme. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cities+AND+Greens&pg=5&id=EJ821132','ERIC'); return false;" href="https://eric.ed.gov/?q=cities+AND+Greens&pg=5&id=EJ821132">A Longitudinal Study of Teachers' Professional Development through an International Exchange</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Purves, Ross; Jackson, Anita; Shaughnessy, Julie 2005-01-01 The Teachers' International Professional Development (TIPD) Programme was launched by the British Council in 2000 in response to a Government Green Paper on teacher training. This provides opportunities for teachers to participate in international study visits to gain first-hand experience of good practice. As part of this programme, eighteen… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=kanda&id=EJ855143','ERIC'); return false;" href="https://eric.ed.gov/?q=kanda&id=EJ855143">The Collaborative Development of Teacher Training Skills</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Stillwell, Christopher 2009-01-01 This paper describes "mentor development", a means of collaborative professional development through peer observation that was initiated by the author with 18 peers, all native English speaker EFL teachers at Kanda University of International Studies in Chiba, Japan. It shows how such a programme allows teachers to learn from one another… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017IJSEd..39....1B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017IJSEd..39....1B">A longitudinal investigation of the preservice science teachers' beliefs about science teaching during a science teacher training programme</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Buldur, Serkan 2017-01-01 The aim of this longitudinal study was to investigate the changes in preservice science teachers' beliefs about science teaching during a science teacher training programme. The study was designed as a panel study, and the data were collected from the same participants at the end of each academic year during a four-year period. The participants were composed of 76 preservice teachers, and the DASTT-C was used as the data collection tool. As a result of the study, it was determined that the students had conventional teaching beliefs after the first years of the teacher training programme. Moreover, the mental teaching styles of preservice teachers about the science teaching were found to undergo changes throughout their undergraduate education. Participants' beliefs about conventional teaching started to change, especially after they first took a science method course in their third year and their beliefs shifted towards student-centred teaching. Implications for science teacher training programmes were also addressed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=methods+AND+good+AND+student&pg=7&id=EJ1180180','ERIC'); return false;" href="https://eric.ed.gov/?q=methods+AND+good+AND+student&pg=7&id=EJ1180180">Learning Design for Multiple Modes of Provision: The Zambian Community School Teacher Development Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Amory, Alan; Bialobrzeska, Maryla; Welch, Tessa 2018-01-01 The use of technology to support learning is becoming ubiquitous in Africa. However, technology is more often used to distribute information rather than as a tool to mediate learning. The work presented here on a programme for Zambian community school teachers (non-traditional students) illustrates how learning design allied to appropriate… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1135656.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1135656.pdf">Teachers' Social Capital as a Resource for Curriculum Development: Lessons Learnt in the Implementation of a Child-Friendly Schools Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Modipane, Mpho; Themane, Mahlapahlapana 2014-01-01 This paper reports on lessons learnt in the use of teachers' social capital as a resource for curriculum development, in the implementation of the Child-Friendly Schools (CFS) programme in South Africa. The researchers in this study were amongst the trainers. The study followed a qualitative research approach, where a descriptive research design… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014RScEd..44..949M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014RScEd..44..949M">Rethinking the Theory and Practice of Continuing Professional Development: Science Teachers' Perspectives</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Mansour, Nasser; EL-Deghaidy, Heba; Alshamrani, Saeed; Aldahmash, Abdulwali 2014-12-01 The aim of this study was to investigate science teachers' views of continuing professional development (CPD) provision in Saudi Arabia and science teachers' perspectives of the CPD contextual issues that have an impact on putting the learning emerging from the CPD programmes into practice. The study used mixed methods (open-ended questionnaires and interviews) with Saudi Arabian science teachers framed by a socio-cultural perspective. This study argues that science teachers' voices concerning their professional development needs should be the key guide for their CPD. Our study shows the significance of engaging critically with science teachers' voices and views of their CPD programme. One of the unique findings of this study indicated CPD programmes should take place at school where teachers have the opportunity to collaborate with others in an authentic context and where they can participate in the content of the CPD that directly meets their needs within their work context. The study has shown that science teacher development can be effective and successful when science teachers are able to talk with each other as part of the learning activities of the CPD programmes about what they are doing in the classroom, and how they can implement the ideas of the CPD programmes into their classroom and school settings. This might shed light on why teachers were either able or unable to put some aspects of their CPD learning into practice. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cultural+AND+identity+AND+postgraduates&pg=2&id=EJ721715','ERIC'); return false;" href="https://eric.ed.gov/?q=cultural+AND+identity+AND+postgraduates&pg=2&id=EJ721715">Transitions to Becoming a Teacher on an Initial Teacher Education and Training Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Raffo, Carlo; Hall, David 2006-01-01 This article is based on research with a group of one-year Postgraduate Certificate in Education secondary trainee teachers during their initial teacher education and training in England. It considers tensions between trainees' prior experiences and conceptions of teaching and their training programme. In doing so, it seeks to examine how a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=pandemics&pg=5&id=EJ1015188','ERIC'); return false;" href="https://eric.ed.gov/?q=pandemics&pg=5&id=EJ1015188">Drawing AIDS:Tanzanian Teachers Picture the Pandemic: Implications for Re-Curriculation of Teacher Education Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wood, Lesley; de Lange, Naydene; Mkumbo, Kitila 2013-01-01 In this article, we explain how we engaged teachers in creating their own representations of HIV and AIDS in Tanzania as a starting point for re-curriculation of the undergraduate teacher education programme. We employed a qualitative design, using visual methodologies, to encourage 29 in-service teachers to draw their perceptions about HIV and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1151760.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1151760.pdf">What EFL Student Teachers Think about Their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Martinez Agudo, Juan de Dios 2017-01-01 Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=multi+AND+location&pg=3&id=EJ834171','ERIC'); return false;" href="https://eric.ed.gov/?q=multi+AND+location&pg=3&id=EJ834171">Investigating Location Effects in a Multicultural Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Stephenson, Maxine; Anderson, Helen; Rio, Nane; Millward, Pam 2009-01-01 This study investigated student perceptions of the significance of having a teacher education programme located in a culturally and ethnically diverse community in New Zealand. Four successive student cohorts were interviewed each year of their teacher preparation, and also during their first year of employment. Students identified location as a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=music+AND+school+AND+business&id=EJ1167622','ERIC'); return false;" href="https://eric.ed.gov/?q=music+AND+school+AND+business&id=EJ1167622">Using Interactions among In-Service Music Teachers in a Graduate Programme for Teacher Support</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Shin, Jihae 2018-01-01 The purpose of this study was to examine interactions among in-service music teachers in a graduate music teacher education programme using Wenger, McDermott, and Snyder's [2002. "Cultivating Communities of Practice: A Guide to Managing Knowledge." Boston, MA: Harvard Business School Press] Communities of Practice (CoPs) framework. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=competence&id=EJ1151609','ERIC'); return false;" href="https://eric.ed.gov/?q=competence&id=EJ1151609">Developing and Validating a Competence Framework for Secondary Mathematics Student Teachers through a Delphi Method</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Muñiz-Rodríguez, Laura; Alonso, Pedro; Rodríguez-Muñiz, Luis J.; Valcke, Martin 2017-01-01 Initial teacher education programmes provide student teachers with the desired competences to develop themselves as teachers. Although a generic framework for teaching competences is available covering all school subjects in Spain, the initial teacher education programmes curriculum does not specify which competences secondary mathematics student… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Socioemotional+AND+theory&pg=5&id=EJ834168','ERIC'); return false;" href="https://eric.ed.gov/?q=Socioemotional+AND+theory&pg=5&id=EJ834168">Balanced Development: A Maori Model for Beginning Teacher Support</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Main, Squirrel 2009-01-01 This article discusses how the traditional Maori concept of Hauora (balanced development) can be applied to beginning teacher induction programmes. To develop this idea, several steps were taken. From a nationwide survey, five primary schools were chosen with exemplary induction programmes. Data from interviews and observations indicated that… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=tuli&id=EJ1028752','ERIC'); return false;" href="https://eric.ed.gov/?q=tuli&id=EJ1028752">Teachers' Professional Development in Schools: Rhetoric versus Reality</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco 2014-01-01 Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Angus&pg=5&id=EJ1131031','ERIC'); return false;" href="https://eric.ed.gov/?q=Angus&pg=5&id=EJ1131031">Evaluation of an Innovative Programme for Training Teachers of Children with Learning and Behavioural Difficulties in New Zealand</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pilgrim, Marcia; Hornby, Garry; Everatt, John; Macfarlane, Angus 2017-01-01 This article reports the views of recent graduates of a competency based, blended learning teacher education programme for specialist resource teachers of children with learning and behaviour difficulties in New Zealand. Identifying and developing the competencies needed by teachers in the field of special needs education is important in ensuring… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017IJMES..48..864I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017IJMES..48..864I">Pre-service science teachers' perceptions of mathematics courses in a science teacher education programme</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Incikabi, Lutfi; Serin, Mehmet Koray 2017-08-01 Most science departments offer compulsory mathematics courses to their students with the expectation that students can apply their experience from the mathematics courses to other fields of study, including science. The current study first aims to investigate the views of pre-service science teachers of science-teaching preparation degrees and their expectations regarding the difficulty level of mathematics courses in science-teaching education programmes. Second, the study investigates changes and the reasons behind the changes in their interest regarding mathematics after completing these courses. Third, the current study seeks to reveal undergraduate science teachers' opinions regarding the contribution of undergraduate mathematics courses to their professional development. Being qualitative in nature, this study was a case study. According to the results, almost all of the students considered that undergraduate mathematics courses were 'difficult' because of the complex and intensive content of the courses and their poor background mathematical knowledge. Moreover, the majority of science undergraduates mentioned that mathematics would contribute to their professional development as a science teacher. On the other hand, they declared a negative change in their attitude towards mathematics after completing the mathematics courses due to continuous failure at mathematics and their teachers' lack of knowledge in terms of teaching mathematics. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=importance+AND+use+AND+ICT+AND+education&pg=4&id=EJ1005267','ERIC'); return false;" href="https://eric.ed.gov/?q=importance+AND+use+AND+ICT+AND+education&pg=4&id=EJ1005267">Supporting Pre-Service Teachers' Technology-Enabled Learning Design Thinking through Whole of Programme Transformation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bower, Matt; Highfield, Kate; Furney, Pam; Mowbray, Lee 2013-01-01 This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students' technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics'… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=singapore+AND+method&pg=5&id=EJ1046253','ERIC'); return false;" href="https://eric.ed.gov/?q=singapore+AND+method&pg=5&id=EJ1046253">Comparative Study of Teaching Content in Teacher Education Programmes in Canada, Denmark, Finland and Singapore</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rasmussen, Jens; Bayer, Martin 2014-01-01 This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand, Canada, Finland and Singapore, all of which… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active">4</li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_5" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active">5</li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="81"> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006IJSEd..28..895L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006IJSEd..28..895L">Investigating Nature on the Way to School: Responses to an educational programme by teachers and their pupils</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Lindemann-Matthies, Petra 2006-06-01 In this study, the responses of teachers and their pupils to the educational programme “Nature on the Way to School” were investigated with the help of questionnaires. The main objectives of the programme were the promotion of opportunities for children to experience nature first-hand on the way to school, the promotion of children’s awareness of nature in their daily lives, and the promotion of interest in and tolerance of local plants and animals. More than 3000 children (8 16 years old) from 166 primary and secondary school classes in Switzerland and 117 teachers participated in the study. Children of all age groups particularly enjoyed observing nature directly. Teachers gave the programme very high ratings on average. The ratings given by the teachers and the learning gains of the pupils were positively related. Teachers from rural and urban areas carried out similar activities during the programme and regarded the programme as a success. The high satisfaction of both pupils and their teachers with the programme supports the thesis that teachers should make more use of educational approaches focusing on direct experiences in the local environment of children. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011RScEd..41..369S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011RScEd..41..369S">Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Stolk, Machiel J.; de Jong, Onno; Bulte, Astrid M. W.; Pilot, Albert 2011-05-01 Involving teachers in early stages of context-based curriculum innovations requires a professional development programme that actively engages teachers in the design of new context-based units. This study considers the implementation of a teacher professional development framework aiming to investigate processes of professional development. The framework is based on Galperin's theory of the internalisation of actions and it is operationalised into a professional development programme to empower chemistry teachers for designing new context-based units. The programme consists of the teaching of an educative context-based unit, followed by the designing of an outline of a new context-based unit. Six experienced chemistry teachers participated in the instructional meetings and practical teaching in their respective classrooms. Data were obtained from meetings, classroom discussions, and observations. The findings indicated that teachers became only partially empowered for designing a new context-based chemistry unit. Moreover, the process of professional development leading to teachers' empowerment was not carried out as intended. It is concluded that the elaboration of the framework needs improvement. The implications for a new programme are discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16740671','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16740671">Process evaluation of the teacher training for an AIDS prevention programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ahmed, Nazeema; Flisher, Alan J; Mathews, Catherine; Jansen, Shahieda; Mukoma, Wanjiru; Schaalma, Herman 2006-10-01 This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual reproductive health, human immunodeficiency virus (HIV), sexual decision-making, abstinence, consequences of sexual activity, safe sex practices, substance abuse and sexual violence. Questionnaires administered prior to the training, on completion of the training and at two follow-up time periods were analysed as well as participant observation notes. Findings indicate that teachers reported increased confidence and comfort in teaching the sexuality curriculum. However, many struggled with the transfer of sexual reproductive knowledge and facilitative teaching methods into the classroom context. This highlights the need for HIV education to form part of teacher trainee programmes. Ongoing support and engagement with teachers is needed to encourage alternative teaching practices. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ssp&id=EJ785611','ERIC'); return false;" href="https://eric.ed.gov/?q=ssp&id=EJ785611">Listening to Teachers: Teacher and Student Roles in the New South Wales Sustainable Schools Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kennelly, Julie; Taylor, Neil; Jenkins, Kathy 2008-01-01 This paper reports on an interview study of eight teachers engaged in the Sustainable Schools Programme (SSP) in New South Wales, Australia. Teacher views on key components of education for sustainability are compared with the underlying socially critical approach of the SSP and the NSW policy on environmental education. Their views on active… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29911693','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29911693">Teachers' Training and Involvement in School Health Programme in Oyo State, Southwest Nigeria.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Adebayo, A M; Makinde, G I; Omode, P K 2018-02-01 School Health Programme (SHP) currently lacks effective implementation in Nigeria. Lack of training/orientation of teachers in the programme may have contributed to this. Developing an appropriate training intervention may require prior situation analysis to know teachers' current level of training and involvement in the programme, as there is paucity of information on such study in Oyo State. Thus, this study was carried out to assess primary school teachers' training and involvement in the SHP in Oyo state, Nigeria. A descriptive cross-sectional study was conducted using a 2-stage cluster sampling method to select 2 out of the 33 Local Government Areas (LGAs) in Oyo State. A semi-structured self-administered questionnaire was used to obtain information on respondents' characteristics and previous training and involvement in the SHP. The major variable for assessing teachers' involvement in the SHP was "ever been involved in health inspection of pupils". Level of involvement was categorized into "never, "once", "occasionally", "frequently", and "very regularly". These options were further re-categorized into "never", "infrequently" (once and occasionally) and "frequently" (frequently and very regularly) for the purpose of inferential statistics. Data were analyzed using descriptive statistics and Chi-square test at p=0.05. A total of 811 respondents participated in the study. Twenty-eight percent of the respondents reported previous training in the SHP out of whom 44.7% received the training on-the-job. Forty-seven percent were regularly involved in health inspection of pupils. Teachers who taught health education (92.3%) were involved in health inspection of pupils compared with counterparts who did not (74.4%) (p<0.001). Similarly, 85.3% of teachers trained on-the-job were frequently involved in the SHP compared with 73.6% of those trained during undergraduate years (p=0.026). Training and involvement of public primary school teachers in the SHP in Oyo State </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1040128.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1040128.pdf">Incredible Years Parent and Teacher Programmes: Emerging Themes and Issues</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wetherall, Michelle 2014-01-01 This paper examines the Incredible Years Parent and Teacher Programmes that have originated from the work of Webster-Stratton. It provides a brief background on the programmes and a critical analysis of the issues as identified in current literature. The issues can be grouped into four main categories, the first being government decision-making… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=activity+AND+Physics&pg=4&id=EJ1081709','ERIC'); return false;" href="https://eric.ed.gov/?q=activity+AND+Physics&pg=4&id=EJ1081709">Improving Physics Teaching through Action Research: The Impact of a Nationwide Professional Development Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Grace, Marcus; Rietdijk, Willeke; Garrett, Caro; Griffiths, Janice 2015-01-01 This article presents an independent evaluation of the Action Research for Physics (ARP) programme, a nationwide professional development programme which trains teachers to use action research to increase student interest in physics and encourage them to take post-compulsory physics. The impact of the programme was explored from the perspective of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=negotiation&pg=5&id=EJ1098941','ERIC'); return false;" href="https://eric.ed.gov/?q=negotiation&pg=5&id=EJ1098941">Bilingual Identity Negotiation in Practice: Teacher Pedagogy and Classroom Interaction in a Bilingual Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fielding, Ruth 2016-01-01 This paper discusses how teachers in a bilingual education programme see their pedagogies and interactions influencing student connection to the languages of the bilingual programme. The teacher perception of the classroom is explored because the classroom is one of the principal settings in which the students negotiate their bilingual identities.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=oman&pg=7&id=EJ1163410','ERIC'); return false;" href="https://eric.ed.gov/?q=oman&pg=7&id=EJ1163410">Promoting EFL Teacher Research Engagement through a Research Support Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Al-Maamari, Faisal; Al-Aamri, Kamla; Khammash, Samar; Al-Wahaibi, Munira 2017-01-01 Existing initiatives purporting to promote teacher research are often found to be inadequate to encourage EFL teachers to engage in research due to the fact that they impose a top down, expert model approach to research engagement. This study reports on a pioneering programme at Sultan Qaboos University Language Centre in the Sultanate of Oman… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=time+AND+management&pg=5&id=EJ1077932','ERIC'); return false;" href="https://eric.ed.gov/?q=time+AND+management&pg=5&id=EJ1077932">Motivation and Degree Completion in a University-Based Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fokkens-Bruinsma, Marjon; Canrinus, Esther Tamara 2015-01-01 This study investigated which factors determine degree completion in a Dutch university-based teacher education programme. We assumed that both student characteristics and characteristics of the learning environment affected degree completion. We included the following factors in our study: motivation for becoming a teacher, teaching… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=training+AND+sessions&pg=7&id=EJ1061768','ERIC'); return false;" href="https://eric.ed.gov/?q=training+AND+sessions&pg=7&id=EJ1061768">Effects of a Short Teacher Training Programme on the Management of Children's Sexual Behaviours: A Pilot Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Charnaud, Jean-Paul; Turner, William 2015-01-01 This small-scale quasi-experimental study set out to examine the effects of a brief training programme aiming to develop primary school teachers' knowledge, attitudes and confidence in recognising and responding to children who display sexual behaviours. Data on prevalence of sexual behaviours observed by teachers in the study, their level of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=NEWS+AND+SCIENCES&pg=6&id=EJ1167463','ERIC'); return false;" href="https://eric.ed.gov/?q=NEWS+AND+SCIENCES&pg=6&id=EJ1167463">Science Teachers Accelerated Programme Model: A Joint Partnership in the Pacific Region</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sharma, Bibhya; Lauano, Faatamali'i Jenny; Narayan, Swasti; Anzeg, Afshana; Kumar, Bijeta; Raj, Jai 2018-01-01 The paper heralds a new pedagogical model known as the Science Teachers Accelerated Programme as a platform to upgrade the qualifications of secondary school science teachers throughout the Pacific region. Based on a tripartite partnership between a higher education provider, a regional government and a cohort of science teachers, the model offers… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018IJMES..49..759L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018IJMES..49..759L">The beliefs of `Tomorrow's Teachers' about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Leavy, Aisling; Hourigan, Mairead 2018-07-01 Mathematics education research has given increasing attention to the role of affective factors in the learning process. While 'affect' is used to refer to a variety of aspects including feelings, emotions, beliefs, attitudes and conceptions, this paper focuses on 'beliefs' of elementary pre-service teachers. In particular, the study evaluates the effect of participation in a reform-based elementary pre-service teacher education (referred to as Initial Teacher Education (ITE)) programme on participants' 'beliefs about the nature of mathematics'. This was completed using two (sub)scales of the Aiken's Revised Mathematics Scale measuring Enjoyment of Mathematics (E) and belief in the Value of Mathematics (V). Both scales were administered before and after participants completed the mathematics education programme, which consisted of 5 compulsory and consecutive modules. This study reveals that entry-level pre-service teachers report generally positive beliefs about the value of and enjoyment in doing mathematics. The findings challenge previous research, which report the tendency of teachers' beliefs to be resistant to change while in teacher education and suggest that it is possible for ITE mathematics education programmes to stimulate improvement in beliefs and attitudes among participants. Particular programme features are identified as instrumental in this positive change in beliefs about mathematics. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teacher+AND+identity&pg=7&id=EJ977730','ERIC'); return false;" href="https://eric.ed.gov/?q=teacher+AND+identity&pg=7&id=EJ977730">Teachers Who Teach Their Practice: The Modulation of Hybridised Professional Teacher Identities in Work-Related Educational Programmes in Canada</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Farnsworth, Valerie; Higham, Jeremy 2012-01-01 This article explores diversity in the identity of vocational teachers and the ways these identities are both situated in cultural and political contexts and built upon life and career histories. The analysis is developed from a study of work-related programmes offered to students aged 15-18 in one school board in Canada, with a particular focus… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=service+AND+processes&pg=6&id=EJ1067169','ERIC'); return false;" href="https://eric.ed.gov/?q=service+AND+processes&pg=6&id=EJ1067169">The Cognitive, Social and Emotional Processes of Teacher Identity Construction in a Pre-Service Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yuan, Rui; Lee, Icy 2015-01-01 This research investigates how three Government-funded Normal Students constructed and reconstructed their identities in a pre-service teacher education programme in China. Drawing upon data from interviews, field observation and the pre-service teachers' written reflections, the study explores the cognitive, social and emotional processes of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=FUNDAMENTAL+AND+QUALITATIVE+AND+CHARACTERISTICS&pg=2&id=EJ1161675','ERIC'); return false;" href="https://eric.ed.gov/?q=FUNDAMENTAL+AND+QUALITATIVE+AND+CHARACTERISTICS&pg=2&id=EJ1161675">Rate Your Course! Student Teachers' Perceptions of a Primary Pre-Service Mathematics Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hourigan, Mairead; Leavy, Aisling M. 2017-01-01 Although research suggests that many pre-service mathematics education programmes are weak interventions having a negligible effect on student teachers' knowledge, beliefs and attitudes, there is consensus that programmes that model and engage student teachers in reform teaching and learning approaches have the potential to effect positive change… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1065013.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1065013.pdf">Developing a Motivational Teaching Practice in EFL Teachers in Slovakia: Challenges of Promoting Teacher Change in EFL Contexts</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kubanyiova, Magdalena 2006-01-01 Raising awareness of the teacher's role in creating conducive learning environments has not traditionally been part of the aims of EFL teacher preparation programmes. This longitudinal mixed methods study explores the impact of a 20-hour experiential in-service teacher development course with the knowledge base drawn from L2 motivation theory,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ART+AND+ROCK&pg=2&id=EJ807264','ERIC'); return false;" href="https://eric.ed.gov/?q=ART+AND+ROCK&pg=2&id=EJ807264">Implementing the Rock Challenge: Teacher Perspectives on a Performing Arts Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jones, Mathew; Murphy, Simon; Salmon, Debra; Kimberlee, Richard; Orme, Judy 2004-01-01 The Rock Challenge is a school-based performing arts programme that aims to promote healthy lifestyles amongst secondary school students. This paper reports on teacher perspectives on the implementation of The Rock Challenge in nine English schools. This study highlights how performing arts programmes, such as The Rock Challenge, are unlikely to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=elaboration+AND+likelihood+AND+model&id=EJ950442','ERIC'); return false;" href="https://eric.ed.gov/?q=elaboration+AND+likelihood+AND+model&id=EJ950442">Evaluating Initial Teacher Education Programmes: Perspectives from the Republic of Ireland</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Clarke, Marie; Lodge, Anne; Shevlin, Michael 2012-01-01 Research studies in teacher education have focussed on the outcomes of preparatory programmes. Less attention has been paid to the processes through which professional learning is acquired. This article argues that the study of attitudes and persuasion is very important in teacher education. The elaboration likelihood model (ELM) of persuasion… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=PROFILE+AND+OF+AND+THE+AND+HIGHER+AND+EDUCATION+AND+TEACHER&pg=4&id=EJ1143560','ERIC'); return false;" href="https://eric.ed.gov/?q=PROFILE+AND+OF+AND+THE+AND+HIGHER+AND+EDUCATION+AND+TEACHER&pg=4&id=EJ1143560">A Comparative Study of Two Pre-Service Teacher Preparation Programmes in the USA and Romania</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Salajan, Florin D.; Duffield, Stacy K.; Glava, Adina E.; Glava, Catalin C. 2017-01-01 This article presents an overall exploratory comparison of two specific pre-service teacher preparation programmes at two research-intensive institutions of higher education in the USA and Romania. The main conclusions suggest that US and Romanian teacher candidates differ very little in their ratings of their respective programmes in terms of… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active">5</li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active">6</li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=o&pg=5&id=EJ1011122','ERIC'); return false;" href="https://eric.ed.gov/?q=o&pg=5&id=EJ1011122">Implementing Teacher-Centred Online Teacher Professional Development (oTPD) Programme in Higher Education: A Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cho, Moon-Heum; Rathbun, Gail 2013-01-01 Teacher Professional Development (TPD) is critical for educational improvement in higher education. However, one of the main concerns in TPD is that the traditional workshop format constrains active participation and the consequent creation of usable knowledge for teaching. In response to this challenge, we developed a series of teacher-centred… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=knowledge+AND+education+AND+sexual+AND+diseases&pg=5&id=EJ921354','ERIC'); return false;" href="https://eric.ed.gov/?q=knowledge+AND+education+AND+sexual+AND+diseases&pg=5&id=EJ921354">Process Evaluation of the Teacher Training for an AIDS Prevention Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ahmed, Nazeema; Flisher, Alan J.; Mathews, Catherine; Jansen, Shahieda; Mukoma, Wanjiru; Schaalma, Herman 2006-01-01 This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=art+OR+science&pg=2&id=EJ972958','ERIC'); return false;" href="https://eric.ed.gov/?q=art+OR+science&pg=2&id=EJ972958">Art and Science Education Collaboration in a Secondary Teacher Preparation Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Medina-Jerez, William; Dambekalns, Lydia; Middleton, Kyndra V. 2012-01-01 Background and purpose: The purpose of this study was to record and measure the level of involvement and appreciation that prospective teachers in art and science education programmes demonstrated during a four-session integrated activity. Art and science education prospective teachers from a Rocky Mountain region university in the US worked in… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010IJSEd..32.1045A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010IJSEd..32.1045A">The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Addy, Tracie M.; Blanchard, Margaret R. 2010-05-01 Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught predominantly by graduate teaching assistants (GTAs) with minimal teacher preparation. The purpose of this mixed-methods study is to investigate the instructional practices and teacher beliefs of eight GTAs at a university with very high research activity who completed a reform-minded Teacher Certificate Programme, asking: What are their beliefs about teaching? How are their practices described? Do their beliefs and practices differ from one another? Do their teaching beliefs correspond with their practices? Findings indicate that GTAs held moderately reform-minded "transitional" beliefs of teaching following the programme, yet displayed fairly traditional instruction. Cross-case findings highlight similar patterns across subscales of the RTOP that draw attention to underlying constraints of the laboratory curriculum structure. We suggest that GTA professional development is best undertaken concurrent with laboratory course revision. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=informal+AND+leadership&pg=2&id=EJ1019310','ERIC'); return false;" href="https://eric.ed.gov/?q=informal+AND+leadership&pg=2&id=EJ1019310">Can Early Careers Teachers Be Teacher Leaders? A Study of Second-Year Trainees in the Teach First Alternative Certification Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Muijs, Daniel; Chapman, Chris; Armstrong, Paul 2013-01-01 The most recent decade has seen a major growth in interest in teacher leadership, but there is limited research on the extent to which early career teachers can take on teacher leadership roles. In this article we explore this question by looking at teachers prepared through the alternative certification programme Teach First (TF), which aims to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=comparative&pg=5&id=EJ1022255','ERIC'); return false;" href="https://eric.ed.gov/?q=comparative&pg=5&id=EJ1022255">Comparative Education on the Map of Teacher Preparation Programme in Kuwait</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hamad, Al Rashid 2013-01-01 Comparative education represents one of the main topics included in teacher preparation programmes in most countries. This subject is critical for future teachers because it represents a window through which learners can look at other educational systems and see how they are managed and what sort of policies and educational philosophies are used.… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017IJMES..48..895A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017IJMES..48..895A">Developing teachers' models for assessing students' competence in mathematical modelling through lesson study</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Aydogan Yenmez, Arzu; Erbas, Ayhan Kursat; Cakiroglu, Erdinc; Alacaci, Cengiz; Cetinkaya, Bulent 2017-08-01 Applications and modelling have gained a prominent role in mathematics education reform documents and curricula. Thus, there is a growing need for studies focusing on the effective use of mathematical modelling in classrooms. Assessment is an integral part of using modelling activities in classrooms, since it allows teachers to identify and manage problems that arise in various stages of the modelling process. However, teachers' difficulties in assessing student modelling work are a challenge to be considered when implementing modelling in the classroom. Thus, the purpose of this study was to investigate how teachers' knowledge on generating assessment criteria for assessing student competence in mathematical modelling evolved through a professional development programme, which is based on a lesson study approach and modelling perspective. The data was collected with four teachers from two public high schools over a five-month period. The professional development programme included a cyclical process, with each cycle consisting of an introductory meeting, the implementation of a model-eliciting activity with students, and a follow-up meeting. The results showed that the professional development programme contributed to teachers' knowledge for generating assessment criteria on the products, and the observable actions that affect the modelling cycle. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cutting&pg=7&id=EJ1167613','ERIC'); return false;" href="https://eric.ed.gov/?q=cutting&pg=7&id=EJ1167613">STEM Outreach Activities: An Approach to Teachers' Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Aslam, Farzana; Adefila, Arinola; Bagiya, Yamuna 2018-01-01 STEM outreach programmes in secondary schools are mediated by STEM teachers who are responsible for organising, implementing and evaluating the activities with a view to promoting STEM subjects. However, research investigating teachers' STEM roles and professional development through participation in outreach activities is limited. This paper… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=module+AND+young&pg=7&id=EJ933224','ERIC'); return false;" href="https://eric.ed.gov/?q=module+AND+young&pg=7&id=EJ933224">"Living the Curriculum": Integrating Sport Education into a Physical Education Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Deenihan, J. T.; McPhail, Ann; Young, Ann-Marie 2011-01-01 This study recognizes the paucity of research regarding how pre-service teachers learn to use Sport Education (SE) in their Physical Education Teacher Education (PETE) programmes (Stran and Curtner-Smith, 2010). The study provides an opportunity in PETE where pre-service teachers "live the curriculum" (Oslin et al., 2001) and experience… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1124805.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1124805.pdf">How Do Teachers Make Sense of Peer Observation Professional Development in an Urban School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dos Santos, Luis Miguel 2017-01-01 The purpose of the research study is to explore how a peer observation training programme could be beneficial to the professional development of English teachers in an East Asian environment. The research objectives were to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cops&pg=3&id=EJ1111836','ERIC'); return false;" href="https://eric.ed.gov/?q=cops&pg=3&id=EJ1111836">Is Presence of Community of Practice Dimensions Sufficient for Community-Based Teacher Professional Development?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Murugaiah, Puvaneswary; Ming, Thang Siew; Azman, Hazita; Nambiar, Radha 2013-01-01 Professional development programmes that include teacher collaboration can help teachers meet their professional needs and control their professional lives. They can voice their needs and expectations to peers who share similar experiences. Moreover, teachers can discover new teaching roles and opportunities, develop new skills and find motivation… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=zulu&pg=7&id=EJ1108148','ERIC'); return false;" href="https://eric.ed.gov/?q=zulu&pg=7&id=EJ1108148">Tracing the Impact: A Case of a Professional Development Programme in Mathematical Literacy</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bansilal, S.; Goba, B.; Webb, L.; James, A.; Khuzwayo, H. 2012-01-01 The introduction of the subject Mathematical Literacy (ML) as part of the education reform process, led to the development of many large scale in-service programmes designed to train practising teachers to teach the new subject. The purpose of the study is to examine the challenges associated with providing in-service training for teachers of ML,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=IT-Integration&pg=5&id=EJ794435','ERIC'); return false;" href="https://eric.ed.gov/?q=IT-Integration&pg=5&id=EJ794435">Formative Assessment in Teacher Education: The Development of a Diagnostic Language Test for Trainee Teachers of German</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Richards, Brian J. 2008-01-01 This article describes the development and validation of a diagnostic test of German and its integration in a programme of formative assessment during a one-year initial teacher-training course. The test focuses on linguistic aspects that cause difficulty for trainee teachers of German as a foreign language and assesses implicit and explicit… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=king%27s+AND+college+AND+london&pg=2&id=EJ788897','ERIC'); return false;" href="https://eric.ed.gov/?q=king%27s+AND+college+AND+london&pg=2&id=EJ788897">Evidence-Based Professional Development of Science Teachers in Two Countries</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Harrison, Christine; Hofstein, Avi; Eylon, Bat-Sheva; Simon, Shirley 2008-01-01 The focus of this collaborative research project of King's College London, and the Weizmann Institute, Israel is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development (CPD) programmes that lead… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED539791.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED539791.pdf">Influence of Retraining Programme on Self-Esteem of Primary School Teachers in Ebonyi State of Nigeria</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Igbo, Janet N.; Eze, Justina U.; Eskay, M.; Onu, V. C.; Omeje, J. 2012-01-01 This study investigated the influence of retraining programme on self-esteem of primary school teachers in Ebonyi State of Nigeria. The study was guided by one research question and a null hypothesis. A purposively selected sample of 775 primary school teachers who attended capacity building retraining programme provided the data collected using… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23835185','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23835185">A physiotherapy-directed occupational health programme for Austrian school teachers: a cluster randomised pilot study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Figl-Hertlein, A; Horsak, B; Dean, E; Schöny, W; Stamm, T 2014-03-01 Although physiotherapists have long advocated workplace health, school teachers have not traditionally been a focus of study by these professionals. However, classroom teaching contributes to a range of occupational health issues related to general health as well as ergonomics that can be prevented or addressed by physiotherapists. To undertake a pilot study to explore the potential effects of a physiotherapy-directed occupational health programme individualised for school teachers, develop study methodology and gather preliminary data to establish a 'proof of concept' to inform future studies. Cluster randomised pilot study using a convenience sample. Eight Austrian regional secondary schools. Schools and their teachers were recruited and allocated to an intervention group (IG, n=26 teachers) or a control group (CG, n=43 teachers). Teachers were eligible to participate if they reported no health issues that compromised their classroom responsibilities. The IG participated in an individualised physiotherapy-directed occupational health programme (six 30-minute sessions) related to ergonomics and stress management conducted over a 5-month semester. The CG had a pseudo-intervention of one oral education session. Primary outcomes included scores from the physical and mental components and health transition item of the Short-Form-36 Health Survey questionnaire (SF-36), and emotional well-being and resistance to stress items from the work-related behaviour and experience patterns questionnaire. Data were collected before and after one semester. The primary outcome measure, the SF-36 physical component score, showed a reduction in the CG and no change in the IG, meaning that the CG deteriorated over the study semester while the IG did not show any change. A physiotherapy-directed occupational health programme may prevent deterioration of physical health of school teachers in one semester (proof of concept). This pilot study provided valuable information to inform the </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=quantitative+AND+post+AND+test+AND+research+AND+design&pg=7&id=EJ1012378','ERIC'); return false;" href="https://eric.ed.gov/?q=quantitative+AND+post+AND+test+AND+research+AND+design&pg=7&id=EJ1012378">Effects of Teachers' Instructional Development on Students' Study Approaches in Higher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter 2013-01-01 Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class size and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=qualitative+AND+research+AND+issues+AND+theory&pg=7&id=EJ1025802','ERIC'); return false;" href="https://eric.ed.gov/?q=qualitative+AND+research+AND+issues+AND+theory&pg=7&id=EJ1025802">Pedagogical Approaches to Exploring Theory-Practice Relationships in an Outdoor Education Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Clayton, Kathleen; Smith, Heidi; Dyment, Janet 2014-01-01 Understanding theory-practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory-practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=peer+AND+assessment+AND+mathematics+AND+achievement&pg=3&id=EJ1088505','ERIC'); return false;" href="https://eric.ed.gov/?q=peer+AND+assessment+AND+mathematics+AND+achievement&pg=3&id=EJ1088505">Teacher Performance and Student Learning: Linking Evidence from Two National Assessment Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Taut, Sandy; Valencia, Edgar; Palacios, Diego; Santelices, Maria V.; Jiménez, Daniela; Manzi, Jorge 2016-01-01 This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED518218.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED518218.pdf">The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-Service Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Abdallah, Mahmoud Mohammad Sayed 2011-01-01 The paper reported on a small-scale qualitative study on EFL (English as a Foreign Language) teacher education with a two-fold objective, investigating the possibility of integrating the Internet for academic purposes in the context of a pre-service English teacher education programme in Egypt, and suggesting some guidelines based on the specific… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active">6</li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active">7</li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=lack+AND+english+AND+knowledge&pg=6&id=EJ1099793','ERIC'); return false;" href="https://eric.ed.gov/?q=lack+AND+english+AND+knowledge&pg=6&id=EJ1099793">Improving Latino Children's Early Language and Literacy Development: Key Features of Early Childhood Education within Family Literacy Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jung, Youngok; Zuniga, Stephen; Howes, Carollee; Jeon, Hyun-Joo; Parrish, Deborah; Quick, Heather; Manship, Karen; Hauser, Alison 2016-01-01 Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher-child interactions and child engagement in language and literacy activities and how these… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=RIBE&id=EJ721364','ERIC'); return false;" href="https://eric.ed.gov/?q=RIBE&id=EJ721364">Reformation of the Macedonian Teacher Education Programme, 1999-2001</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Clarkson, Jean 2005-01-01 Purpose: This paper considers the theme of reform and change during the restructuring of the Macedonian Teacher Education programme at the University of Skopje, undertaken by a Tempus Phare project during 1999-2001. Background: The project was commissioned by the European Union following a report by Bethall (1997), a consultant on Teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Gary+AND+Chambers&pg=2&id=EJ865753','ERIC'); return false;" href="https://eric.ed.gov/?q=Gary+AND+Chambers&pg=2&id=EJ865753">Who Withdraws from Initial Teacher Preparation Programmes and Why?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hobson, Andrew J.; Giannakaki, Marina-Stefania; Chambers, Gary N. 2009-01-01 Background: In recent years, withdrawal from initial teacher preparation (ITP) programmes, in England and elsewhere, has become a cause for concern amongst both ITP providers and policy-makers. Purpose: This paper seeks to enhance the presently underdeveloped evidence base on the causes of withdrawal from ITP and on the characteristics of student… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Methods+AND+science+AND+teaching&pg=5&id=EJ1130527','ERIC'); return false;" href="https://eric.ed.gov/?q=Methods+AND+science+AND+teaching&pg=5&id=EJ1130527">A Longitudinal Investigation of the Preservice Science Teachers' Beliefs about Science Teaching during a Science Teacher Training Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Buldur, Serkan 2017-01-01 The aim of this longitudinal study was to investigate the changes in preservice science teachers' beliefs about science teaching during a science teacher training programme. The study was designed as a panel study, and the data were collected from the same participants at the end of each academic year during a four-year period. The participants… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mule&pg=2&id=EJ724552','ERIC'); return false;" href="https://eric.ed.gov/?q=mule&pg=2&id=EJ724552">Preservice Teachers' Inquiry in a Professional Development School Context: Implications for the Practicum</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mule, Lucy 2006-01-01 Professional development school (PDS) contexts are increasingly being viewed as powerful sites for the preparation of future teachers in the USA. One of their documented strengths is in the fostering of preservice teachers' inquiry within collaborative frameworks that result from the partnerships between university teacher education programmes and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=control+AND+group&pg=4&id=EJ1181297','ERIC'); return false;" href="https://eric.ed.gov/?q=control+AND+group&pg=4&id=EJ1181297">An Experimental Study of a Museum-Based, Science PD Programme's Impact on Teachers and Their Students</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Aaron Price, C.; Chiu, A. 2018-01-01 We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Soufriere&id=ED392538','ERIC'); return false;" href="https://eric.ed.gov/?q=Soufriere&id=ED392538">What Mothers Have To Say. Evaluation: Parents as Teachers. Programme: Part One.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Renard, Rosamunde A survey was administered to families in St. Lucia during home visits between November 1993 and July 1995, after the local Parents As Teachers Programme had been affiliated with the Parents As Teachers Program in St. Louis, Missouri (affiliation took place in 1991). In all, 2000 home visits were conducted in the communities of Laborie, Banse,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sexual+AND+orientation&pg=4&id=EJ892168','ERIC'); return false;" href="https://eric.ed.gov/?q=sexual+AND+orientation&pg=4&id=EJ892168">"Out" Gay and Lesbian Faculty and the Inclusion of Sexual Orientation Topics in Teacher Preparation Programmes in the USA</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jennings, Todd 2010-01-01 Do "out" lesbian and gay faculty influence the inclusion of sexual orientation as a form of diversity in their teacher preparation programmes? Data gathered from 142 teacher preparation programmes across the USA (representing the preparation of 23,000-30,000 new teachers annually) suggest they do not. Likewise, the priority placed upon… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=practices+AND+pre+AND+Professional&pg=5&id=EJ1111838','ERIC'); return false;" href="https://eric.ed.gov/?q=practices+AND+pre+AND+Professional&pg=5&id=EJ1111838">Participatory Media for Teacher Professional Development: Toward a Self-Sustainable and Democratic Community of Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Liu, Katrina; Miller, Richard; Jahng, Kyung Eun 2016-01-01 Financial and political pressures on the compulsory education teacher corps in the United States, as well as US higher education, demands a new approach to teacher professional development that shifts the focus away from repeated short-term university-based teacher professional development programmes and toward the nurturing of self-organized and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED320032.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED320032.pdf">Programmable Logic Controllers. Teacher Edition.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rauh, Bob; Kaltwasser, Stan These materials were developed for a seven-unit secondary or postsecondary education course on programmable logic controllers (PLCs) that treats most of the skills needed to work effectively with PLCs as programming skills. The seven units of the course cover the following topics: fundamentals of programmable logic controllers; contracts, timers,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=pilot+AND+task&pg=7&id=EJ1069181','ERIC'); return false;" href="https://eric.ed.gov/?q=pilot+AND+task&pg=7&id=EJ1069181">Implementing School-Based Teacher Development in Tanzania</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hardman, Frank; Hardman, Jan; Dachi, Hillary; Elliott, Louise; Ihebuzor, Noel; Ntekim, Maniza; Tibuhinda, Audax 2015-01-01 This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=poverty+AND+mexico&pg=4&id=EJ197429','ERIC'); return false;" href="https://eric.ed.gov/?q=poverty+AND+mexico&pg=4&id=EJ197429">The Cultural Missions Programme: An Early Attempt at Community Development in Mexico.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rubio, Alfredo 1978-01-01 The author reviews the "Cultural Missions Programme" of Mexico's educational reform after 1920, in which groups of teachers using Catholic missionary methods fought poverty and ignorance in rural Mexico. These mission programs embody most of the community development principles and are still needed. (MF) </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=rugby+AND+union&id=EJ1138194','ERIC'); return false;" href="https://eric.ed.gov/?q=rugby+AND+union&id=EJ1138194">Can an International Field Experience Assist Health and Physical Education Pre-Service Teachers to Develop Cultural Competency?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Winslade, Matthew 2016-01-01 An emerging focus of teacher education courses within countries such as Australia centres on the development of cultural competency. An international practicum experience or student mobility programme embedded within pre-service teacher education programmes is one way to provide such an opportunity. In subject areas such as Health and Physical… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Vit&id=EJ780336','ERIC'); return false;" href="https://eric.ed.gov/?q=Vit&id=EJ780336">Factors Affecting the Impact of Teacher Education Programmes on Teacher Preparedness: Implications for Accreditation Policy</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ingvarson, Lawrence; Beavis, Adrian; Kleinhenz, Elizabeth 2007-01-01 The purpose of this study was to provide guidance to policy-makers about the standards that might be appropriate for accrediting teacher education programmes. The study was commissioned by the Victorian Institute of Teaching (VIT), a statutory body established in 2001 by the Victorian state government with responsibility for the registration… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1155609.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1155609.pdf">Co-Operation is Not Enough: Teacher Educators as Curriculum Developers in Times of Change</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hoydalsvik, Torhild Erika Lillemark 2017-01-01 The purpose of this exploratory two site case study is to examine how teacher educators, student teachers and programme leaders experience their 'curriculum developer role' in times of change, against the background of a new national guideline for preschool teacher education being implemented in Norway. The multidisciplinary team approach… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1161173.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1161173.pdf">Teachers' Perceptions of the Impact of Professional Development on Learning and Teaching in a Developing Nation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mohan, Parmeshwar Prasad; Lingam, Govinda Ishwar; Chand, Deepa Dewali 2017-01-01 This research examined teachers' perceptions of the impact of Professional Development (PD) programmes on learning and teaching in two Fijian secondary schools. Through a qualitative research design, data were gathered using document analysis and semi-structured interviews with 30 teachers from the two case study schools. The major findings to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=rationality+AND+decision-making&pg=5&id=EJ778616','ERIC'); return false;" href="https://eric.ed.gov/?q=rationality+AND+decision-making&pg=5&id=EJ778616">Making Sense of Education "Responsibly": Findings from a Study of Student Teachers' Understanding(s) of Education, Sustainable Development and Education for Sustainable Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nikel, Jutta 2007-01-01 This article discusses findings from a tri-country study of student teachers' understandings of the purposes of education, their conceptions of sustainable development and the task of Education for Sustainable Development (ESD). At its heart are case studies of 30 student teachers from Initial Teacher Education Programmes in England, Denmark and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018IJSEd..40..941A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018IJSEd..40..941A">An experimental study of a museum-based, science PD programme's impact on teachers and their students</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Aaron Price, C.; Chiu, A. 2018-06-01 We present results of an experimental study of an urban, museum-based science teacher PD programme. A total of 125 teachers and 1676 of their students in grades 4-8 were tested at the beginning and end of the school year in which the PD programme took place. Teachers and students were assessed on subject content knowledge and attitudes towards science, along with teacher classroom behaviour. Subject content questions were mostly taken from standardised state tests and literature, with an 'Explain:' prompt added to some items. Teachers in the treatment group showed a 7% gain in subject content knowledge over the control group. Students of teachers in the treatment group showed a 4% gain in subject content knowledge over the control group on multiple-choice items and an 11% gain on the constructed response items. There was no overall change in science attitudes of teachers or students over the control groups but we did find differences in teachers' reported self-efficacy and teaching anxiety levels, plus PD teachers reported doing more student-centered science teaching activities than the control group. All teachers came into the PD with high initial excitement, perhaps reflecting its context within an informal learning environment. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1054896.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1054896.pdf">Evaluating a Professional Development Programme for Implementation of a Multidisciplinary Science Subject</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Visser, Talitha C.; Coenders, Fer G. M.; Terlouw, Cees; Pieters, Jules 2013-01-01 This study aims to evaluate a professional development programme that prepares and assists teachers with the implementation of a multidisciplinary science module, basing the evaluation on "participants' reactions," the first level of Guskey's five-level model for evaluation (2002). Positive evaluations at the higher levels in Guskey's… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Changes+AND+international+AND+schools&pg=2&id=EJ1121068','ERIC'); return false;" href="https://eric.ed.gov/?q=Changes+AND+international+AND+schools&pg=2&id=EJ1121068">What Educational Contexts Should Teachers Consider for Their Puberty Education Programmes?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Collier-Harris, Christine A.; Goldman, Juliette D. G. 2017-01-01 This paper analyses some contemporary educational contexts that teachers should consider for their puberty education programmes and/or curricula, for primary and secondary school students. The educational contexts addressed here include significant international puberty education framework documents, socio-biological factors including earlier… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active">7</li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active">8</li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1086261.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1086261.pdf">Development of Health Education Learning Module in Bac.TSE-LDPE Programme in TTI: Needs Analysis Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ujang, Alijah; Alias, Norlidah; Siraj, Saedah 2015-01-01 This study is to explore the need to develop learning modules of health education for trainee teachers in the Bachelor Of Teaching (Hons)(Special Education-Learning Disabilities For Primary Education) Programme (Bac.TSE-LDPE) in the Teacher Training Institute (TTI). The questionnaire uses the Likert scale with the close ended questions analysed by… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=amp+AND+Biochemistry&id=EJ1088885','ERIC'); return false;" href="https://eric.ed.gov/?q=amp+AND+Biochemistry&id=EJ1088885">Monitoring and Stimulating Development of Integrated Professional Skills in University Study Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wahlgren, Marie; Ahlberg, Anders 2013-01-01 In Swedish higher education, quality assurance mainly focuses on course module outcomes. With this in mind we developed a qualitative method to monitor and stimulate progression of learning in two modularized engineering study programmes. A set of core professional values and skills were triangulated through interviews with students, teachers,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=world+AND+forests&pg=7&id=EJ686028','ERIC'); return false;" href="https://eric.ed.gov/?q=world+AND+forests&pg=7&id=EJ686028">Exploring the Links Between Visual Arts and Environmental Education: Experiences of Teachers Participating in an In-Service Training Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Savva, Andri; Trimis, Eli; Zachariou, Aravella 2004-01-01 An in-service teachers' training programme was designed aiming to encourage art teachers to learn through theoretical and artistic experiential activities in a specific environmental setting (Lemithou environmental education centre, Cyprus). The programme was based on the use of the environment as an educational resource, and sought to develop… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ914607.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ914607.pdf">Challenging Teachers' Practice through Learning: Reflections on the Enhancing Effective Practice in Special Education Programme of Research and Professional Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bourke, Roseanna 2006-01-01 When teachers participate in professional development and learning opportunities it enables them to reconceptualise their assessment and teaching practices with the support of facilitators and researchers. National programmes of professional development and research, such as the three year Enhancing Effective Practice in Special Education (EEPiSE)… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=attention+AND+change+AND+decision+AND+making&id=EJ1076750','ERIC'); return false;" href="https://eric.ed.gov/?q=attention+AND+change+AND+decision+AND+making&id=EJ1076750">Different Moves, Similar Outcomes: A Comparison of Chinese and Swedish Preschool Teacher Education Programmes and the Revisions</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Vong, Keang-ieng Peggy; Hu, Bi Ying; Xia, Yan-ping 2015-01-01 A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=control+AND+group+AND+design&id=EJ1031739','ERIC'); return false;" href="https://eric.ed.gov/?q=control+AND+group+AND+design&id=EJ1031739">Learner Orientation through Professional Development of Teachers? Empirical Results from Cascade Training in Anglophone Cameroon</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lange, Sarah 2014-01-01 This paper examines the effects of a professional development programme on the attitudes towards the teaching and learning of teachers in the Anglophone part of Cameroon. The development programme combines a multiplier system with school-based in-service training. The research compares the effects that the training had on the attitudes of three… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1159557.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1159557.pdf">Teachers' Views on the Implementation of the English Language Proficiency Programme in Namibia</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ngololo, Elizabeth N.; Nekongo-Nielsen, Haaveshe 2017-01-01 The study explores teachers' views on the impact of the English Language Proficiency Programme in Namibian schools that was implemented over a period of five years, from 2011 to 2015. The program aimed at improving teachers' proficiency in English. The summative evaluation was conducted in 2016 in the following five (5) regions: Erongo, Hardap,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED548480.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED548480.pdf">Professional Development on an International Scale: Council of Europe--Pestalozzi Programme Virtual Community of Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mompoint Gaillard, Pascale; Rajic, Višnja 2014-01-01 Communities of practice as organisations of learning have developed different forms as: task-based, practice-based or knowledge based communities (Barab et al., 2004). The paper presents a case study of a successful community of practice developed under the umbrella of Council of Europe Pestalozzi programme for teacher development. The programme… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=TES&pg=3&id=EJ1047874','ERIC'); return false;" href="https://eric.ed.gov/?q=TES&pg=3&id=EJ1047874">From Initial Teacher Education through Induction and Beyond: A Longitudinal Study of Primary Teacher Beliefs</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ní Chróinín, Déirdre; O'Sullivan, Mary 2014-01-01 A better understanding of the relationship between beginning teachers' beliefs and the pedagogies of teacher education (TE) programmes that support their learning across time can enhance TE programme effectiveness. This 6-year longitudinal study examined the development and change of beginning primary classroom teachers' (n = 6) beliefs about… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=TEACHER+AND+OF+AND+HIGHER+AND+EDUCATION&pg=5&id=EJ1124580','ERIC'); return false;" href="https://eric.ed.gov/?q=TEACHER+AND+OF+AND+HIGHER+AND+EDUCATION&pg=5&id=EJ1124580">European Experience in Teacher Education and Pedagogical Mastery Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Romaniuk, Oksana 2015-01-01 In the article the author considers recent trends in teacher education and pedagogical mastery, issues of carrying out improvements to the teacher training system in European countries, analyzes programmes of cooperation in education that facilitate forming of teachers' professional competency, studies typical problems in teacher education in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ELISA&pg=7&id=EJ1127128','ERIC'); return false;" href="https://eric.ed.gov/?q=ELISA&pg=7&id=EJ1127128">Teachers' Professional Development through University-School Partnerships: Theoretical Standpoints and Evidence from Two Pilot Studies in Chile</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Grau, Valeska; Calcagni, Elisa; Preiss, David D.; Ortiz, Dominga 2017-01-01 This paper presents a teacher professional development programme, based on a university-schools partnership and a collective reflection model, addressing the needs of in-service teacher education in Chile. First, the main challenges faced by both teachers and teacher education in Chile are summarised. Then, the foundations of this model are… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS.970a2031G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS.970a2031G">The development of integrated service centre system for professional teachers empowerment in North Sumatera</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Gultom, S.; Simanjorang, M. M.; Muchtar, Z.; Mansyur, A. 2018-03-01 Based on Act number 12 in year 2012 the function of higher education is related to individual, social community, knowledge and technology development. Hence, higher education providers need to think and develop policies in order to improve their service and fulfil the higher education function. As part of the effort to fulfil its function Universitas Negeri Medan (Unimed), which historically was a pre-service teacher training institute, should has a special interest on improving teachers’ professionalism. The Act number 14 in year 2005 described requirements for professional teacher, including academic qualification and set of competencies possessed by the teacher. The Act also guaranties teachers’ right to have opportunities for improving their competencies and academic qualification through training and other professionalism development programme. The question is how this guarantee can be implemented. In order to answer this question a developmental study has been done which aimed on developing an integrated service centre system for professional teachers empowerment. As the name implies, this integrated service centre system is expected to be a real manifestation of Unimed’s support towards the improvement of professional teachers quality, which in the end will boils down to the improvement of national education services quality. The result of this study is an integrated service centre system for professional teachers empowerment that fulfils the professionalism principles described in the Act number 14 in year 2005, which has been developed by considering problems faced by and also supports needed by teachers post certification programme. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23409614','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23409614">Continued professional development of teachers to facilitate language used in numeracy and mathematics.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Wium, Anna-Marie; Louw, Brenda 2012-12-01 Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups,I reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=symbiosis&pg=2&id=EJ1000833','ERIC'); return false;" href="https://eric.ed.gov/?q=symbiosis&pg=2&id=EJ1000833">School Heads and Mentors in Cahoots? Challenges to Teaching Practice in Zimbabwean Teacher Education Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Makura, Alfred Henry; Zireva, Davison 2013-01-01 Mentors and school heads play cardinal roles in teacher education programmes in most countries, including Zimbabwe. The side-effects of such symbiosis have not yet been investigated fully. This article used a qualitative methodological approach to investigate the perceptions of some Zimbabwean student teachers regarding their teaching practice… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011IJSEd..33.1169K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011IJSEd..33.1169K">Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca 2011-06-01 This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants' mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands-on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants' professional identity development as science teachers. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1131713.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1131713.pdf">Investigating Teachers' and Students' Beliefs and Assumptions about CALL Programme at Caledonian College of Engineering</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ali, Holi Ibrahim Holi 2012-01-01 This study is set to investigate students' and teachers' perceptions and assumptions about newly implemented CALL Programme at the School of Foundation Studies, Caledonian College of Engineering, Oman. Two versions of questionnaire were administered to 24 teachers and 90 students to collect their beliefs and assumption about CALL programame. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29085888','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29085888">Competency-based teacher training: A systematic revision of a proven programme in medical didactics.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Griewatz, Jan; Simon, Melanie; Lammerding-Koeppel, Maria 2017-01-01 Objectives: Competency-based medical education (CBME) requires factual knowledge to be practically applied together with skills and attitudes. With the National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) representing a strong official demand for competence-orientation, it is generally important to explicitly outline its characteristics and review its realisation in teacher trainings. Further requirements are given by the core competencies for medical teachers (KLM). As an example the MQ programme ("Medizindidaktische Qualifikation") in Baden-Wuerttemberg, a long established and well-accepted training, has been critically revised on this basis, concerning its suitability for the demands of CBME, its needs for adjustment and the efforts to be undertaken for its implementation. Methods: In a systematic quality management process the MQ curriculum and its organisational framing were analysed and further developed in a step-wise comprehensive approach, using the six-step cycle by Kern. The procedures included a thorough needs assessment (e.g. literature research, programme mapping), strategic decisions on structure and content, piloting and evaluation. During the process essential elements of project and change management were considered. Results: The experiences of the MQ example revealed helpful information for key factors to be considered in the pending change process any training provider will be confronted with. Guiding questions were developed related to the process phases. Our analyses showed persistent key points of proven value as stable foundation for change, as well as components needing special consideration to foster competence-oriented aims and transfer into practice: reflection, feedback, application-oriented methods and transparent competence development. These aspects have to be consciously perceived and experienced by participants. Taking this into account, we re-designed the course evidence-based. Besides </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5654110','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5654110">Competency-based teacher training: A systematic revision of a proven programme in medical didactics</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Griewatz, Jan; Simon, Melanie; Lammerding-Koeppel, Maria 2017-01-01 Objectives: Competency-based medical education (CBME) requires factual knowledge to be practically applied together with skills and attitudes. With the National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) representing a strong official demand for competence-orientation, it is generally important to explicitly outline its characteristics and review its realisation in teacher trainings. Further requirements are given by the core competencies for medical teachers (KLM). As an example the MQ programme (“Medizindidaktische Qualifikation”) in Baden-Wuerttemberg, a long established and well-accepted training, has been critically revised on this basis, concerning its suitability for the demands of CBME, its needs for adjustment and the efforts to be undertaken for its implementation. Methods: In a systematic quality management process the MQ curriculum and its organisational framing were analysed and further developed in a step-wise comprehensive approach, using the six-step cycle by Kern. The procedures included a thorough needs assessment (e.g. literature research, programme mapping), strategic decisions on structure and content, piloting and evaluation. During the process essential elements of project and change management were considered. Results: The experiences of the MQ example revealed helpful information for key factors to be considered in the pending change process any training provider will be confronted with. Guiding questions were developed related to the process phases. Our analyses showed persistent key points of proven value as stable foundation for change, as well as components needing special consideration to foster competence-oriented aims and transfer into practice: reflection, feedback, application-oriented methods and transparent competence development. These aspects have to be consciously perceived and experienced by participants. Taking this into account, we re-designed the course evidence-based. Besides </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1075637.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1075637.pdf">Developing a Framework for Classroom Lesson Delivery to Improve English Teachers' Performance in the Foundation Year Programme at a Saudi University</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Aburizaizah, Saeed J. 2014-01-01 The current English programme provided to foundation year students at King Abdulaziz University is failing to equip learners with the desired level of English language. This paper assesses the teaching materials and proposes a teaching framework to improve teachers' lesson delivery. The framework was designed to overcome some of the shortfalls in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Austria&pg=2&id=EJ1056254','ERIC'); return false;" href="https://eric.ed.gov/?q=Austria&pg=2&id=EJ1056254">Researching the Impact of Teacher Professional Development Programmes Based on Action Research, Constructivism, and Systems Theory</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Zehetmeier, Stefan; Andreitz, Irina; Erlacher, Willibald; Rauch, Franz 2015-01-01 This paper deals with the topic of professional development programmes' impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework and are combined to describe and analyse an exemplary professional development programme in Austria. Empirical findings from both quantitative and qualitative… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active">8</li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active">9</li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=background+AND+music+AND+classroom&pg=4&id=EJ832824','ERIC'); return false;" href="https://eric.ed.gov/?q=background+AND+music+AND+classroom&pg=4&id=EJ832824">Responding to Culture in the Instrumental Music Programme: A Teacher's Journey</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Abril, Carlos R. 2009-01-01 The purpose of this case study was to examine how one music teacher responds to student's cultural backgrounds through a middle school instrumental music programme in the US. The study sought to uncover the events, situations and circumstances that served as catalysts for curricular change and the rationales that gave it purpose. It also examined… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1157911.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1157911.pdf">Determining Teachers' Educational Needs Regarding School Education Projects within the Scope of Erasmus+ Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Karakus, Fatma; Uyar, Melis Yesilpinar; Balbag, Nur Leman 2017-01-01 The purpose of this study was to determine teachers' educational needs regarding school education projects within the scope of Erasmus+ programme. In the study, the case study method, one of qualitative research designs, was used. The participants were determined using the snowball sampling method, and eight secondary school teachers took part in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27882187','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27882187">Child, Teacher and Parent Perceptions of the FRIENDS Classroom-Based Universal Anxiety Prevention Programme: A Qualitative Study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Skryabina, Elena; Morris, Joanna; Byrne, Danielle; Harkin, Nicola; Rook, Sarah; Stallard, Paul 2016-01-01 School-based mental health prevention programmes can be effective but their adoption within schools will depend on their social acceptability. We report a qualitative evaluation summarising the views of children (115), parents (20) and school staff (47) about a universal school-based anxiety prevention programme FRIENDS. This study was conducted as part of a large scale randomised controlled trial ( n = 1362) involving 40 schools in the UK providing primary education to children aged 7-11. Reported overall experience of the programme was very positive, with all three major components of the cognitive behaviour therapy programme (emotional, cognitive, and behavioural) being accepted well and understood by children. The programme was considered to be enjoyable and valuable in teaching children important skills, particularly emotional regulation and coping. Children provided examples of using the skills learned during FRIENDS to manage their emotions and solve problems. However, teachers were concerned that the programme overlapped with the current school curriculum, required additional time and almost half were unable to identify any tangible changes in the children's behaviour. Whilst this paper provides evidence to support the social validity of the FRIENDS anxiety prevention programme, the concerns raised by teachers question the longer-term sustainability of the programme. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ898520.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ898520.pdf">Participant-Directed Evaluation: Using Teachers' Own Inquiries to Evaluate Professional Development in Technology Integration</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ham, Vince 2010-01-01 Considering the high levels of time and money invested in teacher professional development programmes in information technologies over recent decades, questions arise as to how effective these programmes have been and by whose lights we are to judge. Based on a critical review of the evaluations of several of our own action-research-based… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=impact+AND+outsourcing&pg=3&id=EJ935720','ERIC'); return false;" href="https://eric.ed.gov/?q=impact+AND+outsourcing&pg=3&id=EJ935720">Outsourcing Physical Education in Primary Schools: Evaluating the Impact of Externally Provided Programmes on Generalist Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Whipp, Peter R.; Hutton, Heidi; Grove, J. Robert; Jackson, Ben 2011-01-01 In place of generalist delivery, externally provided physical activity programmes (EPPAPs) are potentially an effective method for offering primary school students specialist physical education (PE) instruction, as well as providing training for generalist classroom teachers. In the present study, a group of generalist teachers were interviewed… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED567062.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED567062.pdf">Policy and Practice of Pre-Service and In-Service Teacher Training Programmes and Facilities in Nigeria</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Oyebade, Stephen A. 2012-01-01 This paper reviewed policy provisions for "pre-service" and "in-service" teacher training programmes and facilities in Nigeria. It also presented reviews on legislations, agencies involved in teacher affairs management in Nigeria, using the historical and case study approach. Data on teaching qualifications of University of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+disability&pg=4&id=EJ1110434','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+disability&pg=4&id=EJ1110434">"Inclusion in Practice": Programme Practices in Mainstream Preschool Classrooms and Associations with Context and Teacher Characteristics</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Vlachou, Anastasia; Fyssa, Aristea 2016-01-01 This study observed the extent to which teachers supported the inclusion of children with disabilities into mainstream classrooms and involved monitoring 52 mainstream preschool settings in Greece. The association between programme quality, context and teacher characteristics was also tested. Findings showed that the quality of inclusion ranged… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=disabled&id=EJ1154365','ERIC'); return false;" href="https://eric.ed.gov/?q=disabled&id=EJ1154365">Education for Disability Equality through Disabled People's Life Stories and Narratives: Working and Learning Together in a School-Based Professional Development Programme for Inclusion</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chrysostomou, Marianna; Symeonidou, Simoni 2017-01-01 This paper reports on the findings of an action research project that took place in a primary school in Cyprus. A professional development programme was devised with contributions from teachers involved in the research. The programme was aimed at helping teachers to map the difficulties they encounter when working with their students on… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Quasi+AND+Experimental+AND+Research&pg=2&id=EJ1105456','ERIC'); return false;" href="https://eric.ed.gov/?q=Quasi+AND+Experimental+AND+Research&pg=2&id=EJ1105456">Learning to Teach Geography for Primary Education: Results of an Experimental Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Blankman, Marian; Schoonenboom, Judith; van der Schee, Joop; Boogaard, Marianne; Volman, Monique 2016-01-01 Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils' geographical awareness, a six weeks programme was developed. The characteristics of this programme -- named Consciously Teaching Geography… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=key+AND+intercultural+AND+communication&id=EJ1051662','ERIC'); return false;" href="https://eric.ed.gov/?q=key+AND+intercultural+AND+communication&id=EJ1051662">Developing Intercultural Understanding for Study Abroad: Students' and Teachers' Perspectives on Pre-Departure Intercultural Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Holmes, P.; Bavieri, L.; Ganassin, S. 2015-01-01 This study reports on students' and teachers' perspectives on a programme designed to develop Erasmus students' intercultural understanding prior to going abroad. We aimed to understand how students and their teachers perceived pre-departure materials in promoting their awareness of key concepts related to interculturality (e.g., essentialism,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=practices+AND+pre+AND+Professional&pg=2&id=EJ1130061','ERIC'); return false;" href="https://eric.ed.gov/?q=practices+AND+pre+AND+Professional&pg=2&id=EJ1130061">Dialectics of Development: Teacher Identity Formation in the Interplay of Ideal Ego and Ego Ideal</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Clarke, Matthew; Michell, Michael; Ellis, Neville John 2017-01-01 This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers' personal aspirations for their own practice and identity and their perceptions of more socialized and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=guinea&pg=7&id=EJ681491','ERIC'); return false;" href="https://eric.ed.gov/?q=guinea&pg=7&id=EJ681491">The Challenges in Developing a Mathematics Curriculum for Training Elementary Teachers in Papua New Guinea</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Vagi, Oneau; Green, Rosemary 2004-01-01 As Papua New Guinea undergoes a period of major education reform that includes the establishment of an elementary education programme, the development of an elementary teacher education curriculum is proving to be a challenging task. As a background this paper provides contextual information about the elementary education programme and highlights… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mindfulness&pg=6&id=EJ1070297','ERIC'); return false;" href="https://eric.ed.gov/?q=mindfulness&pg=6&id=EJ1070297">Promoting Well-Being and Preventing Burnout in Teacher Education: A Pilot Study of a Mindfulness-Based Programme for Pre-Service Teachers in Hong Kong</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hue, Ming-tak; Lau, Ngar-sze 2015-01-01 The stress that negatively affects teachers has been found to influence the turnover rate in the teaching profession. Recent research has shown that mindfulness-based programmes effectively promote well-being while addressing psychological distress. In this study, the authors investigated the effects of a six-week mindfulness-based programme on… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012IJSEd..34.1189L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012IJSEd..34.1189L">Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Lan, Yu-Ling 2012-05-01 To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in nanotechnology. In the present study, the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) was developed to assess K-12 teachers' attitudes toward nanotechnology. The NAS-T included 23 Likert-scale items that can be grouped into three components: importance of nanotechnology, affective tendencies in science teaching, and behavioural tendencies to teach nanotechnology. A sample of 233 K-12 teachers who have participated in the K-12 Nanotechnology Programme was included in the present study to investigate the psychometric properties of the NAS-T. The exploratory factor analysis of this teacher sample suggested that the NAS-T was a three-factor model that explained 64.11% of the total variances. This model was also confirmed by the confirmatory factor analysis to validate the factor structure of the NAS-T. The Cronbach's alpha values of three NAS-T subscales ranged from 0.89 to 0.95. Moderate to strong correlations among teachers' NAS-T domain scores, self-perception of own nanoscience knowledge, and their science-teaching efficacy demonstrated good convergent validity of the NAS-T. As a whole, psychometric properties of the NAS-T indicated that this instrument is an effective instrument for assessing K-12 teachers' attitudes toward nanotechnology. The NAS-T will serve as a valuable tool to evaluate teachers' attitude changes after participating in the K-12 Nanotechnology Programme. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Kalle&pg=2&id=EJ737925','ERIC'); return false;" href="https://eric.ed.gov/?q=Kalle&pg=2&id=EJ737925">Strategy-Based Development of Teacher Educators' ICT Competence through a Co-operative Staff Development Project</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lavonen, Jari; Lattu, Matti; Juuti, Kalle; Meisalo, Veijo 2006-01-01 An ICT strategy and an implementation plan for teacher education were created in a co-operative process. Visions and expectations of staff members and students were registered by questionnaires and by making notes during sessions in which the strategy was created. Thereafter, an implementation document, where the staff development programme and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1997RScEd..27...51W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1997RScEd..27...51W">An in-depth study of a teacher engaged in an innovative primary science trial professional development project</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Watters, James J.; Ginns, Ian S. 1997-03-01 The implementation of effective science programmes in primary schools is of continuing interest and concern for professional developers. As part of the Australian Academy of science's approach to creating an awareness of Primary Investigations, a project team trialed a series of satellite television broadcasts of lessons related to two units of the curriculum for Year 3 and 4 children in 48 participating schools. The professional development project entitled Simply Science, included a focused component for the respective classroom teachers, which was also conducted by satellite. This paper reports the involvement of a Year 4 teacher in the project and describes her professional growth. Already an experienced and confident teacher, no quantitative changes in science teaching self efficacy were detected. However, her pedagogical content knowledge and confidence to teach science in the concept areas of matter and energy were enhanced. Changes in the teacher's views about the co-operative learning strategies espoused by Primary Investigations were also evident. Implications for the design of professional development programmes for primary science teachers are discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016IJSEd..38.2712L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016IJSEd..38.2712L">The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee 2016-12-01 This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers' efficacy with inquiry instruction. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1147095.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1147095.pdf">Perceptions of Teachers on the Benefits of Teacher Development Programmes in One Province of South Africa</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mestry, Raj; Hendricks, Ilona; Bisschoff, Tom 2009-01-01 Evidence in literature indicates that Continuing Professional Development (CPD) of teachers is essential in creating effective schools. Since 2001 the implementation of education legislation and policies has progressively shifted the new agenda within a transformation framework aimed at reconstructing the education system to the fore. The many… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sri+AND+lanka&pg=2&id=EJ961892','ERIC'); return false;" href="https://eric.ed.gov/?q=sri+AND+lanka&pg=2&id=EJ961892">Comparative Study of Pre-Service Teacher Education Programme at Secondary Stage in Bangladesh, India, Pakistan and Sri Lanka</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yadav, S. K. 2011-01-01 The present research work has studied and compared the different issues of pre-service teacher education programme in India, Sri Lanka, Bangladesh and Pakistan. The data were collected from 24 principals, 88 teacher educators and 157 student teachers from institutions and universities where Bachelor of Education (B.Ed.) course were. The data were… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=informal+AND+science+AND+education+AND+afterschool&id=EJ925664','ERIC'); return false;" href="https://eric.ed.gov/?q=informal+AND+science+AND+education+AND+afterschool&id=EJ925664">Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca 2011-01-01 This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active">9</li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active">10</li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ979640.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ979640.pdf">Science Teacher Training Programme in Rural Schools: An ODL Lesson from Zimbabwe</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mhishi, Misheck; Bhukuvhani, Crispen Erinos; Sana, Abel Farikai 2012-01-01 This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE)'s Virtual and Open Distance Learning (VODL) programme. It also looked at the challenges… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1075461.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1075461.pdf">A Case Analysis of Business English Teacher Development in China with GDUFS as an Example</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wenzhong, Zhu; Jingzi, Deng 2015-01-01 Business English education has evolved into a cross-disciplinary programme in China as one of the hottest majors pursued by students and professionals. As Business English teaching develops in terms of diversity, richness, and depth, the demands placed on the teacher are also increasing. The paper assumes that the kind of teachers with… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28550828','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28550828">[Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Marques, Joana; Rosado-Pinto, Patrícia 2017-03-31 To be a college teacher requires a permanent effort in developing specific competencies, namely in the pedagogical domain. This paper aims both to describe the pedagogical professional development program offered by the Medical Education Office of NOVA Medical School of Universidade Nova de Lisboa and to analyse its role in the enhancement of reflection around curriculum and teaching practice. Description of the pedagogical programme offered between 2010 and 2016. We focused the analysis on different kinds of data - opinions of the participants in the training programme (questionnaire before and after the training); pedagogical products elaborated by the participants in the programme - design of lessons, modules or curricular units; questionnaire sent in 2016 to NOVA Medical School teachers responsible for the curricular units, about the contribution of their disciplines to the accomplishment of the core learning outcomes of the NOVA Medical School medical graduates. The pedagogical training needs identified by the teachers focused mainly on improving practice, critically analysing the curriculum and sharing experiences. Globally the training programme was deeply appreciated and considered very good by 97% of the participants. The lesson plans delivered showed that the teachers were able to integrate and apply the concepts developed during the training. The answers from the 46 faculty responsible for the curricular units (the majority of them had attended the Medical Education Office training programme) highlighted their capacity to critically approach content and pedagogical strategies within their disciplines as well as their contribution to the main goals of the medical curriculum. The results underlined the importance of a pedagogical training focused on the critical analysis of curriculum and pedagogical practice. On the other hand, the pedagogical products analyzed revealed great mastery by teachers of the content and pedagogical strategies present in the </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=negative+AND+framing&pg=6&id=EJ695000','ERIC'); return false;" href="https://eric.ed.gov/?q=negative+AND+framing&pg=6&id=EJ695000">Teacher Learning and the Development of Inclusive Practices and Policies: Framing and Context</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Howes, Andrew; Booth, Tony; Dyson, Alan; Frankham, Jo 2005-01-01 The process of a school becoming more inclusive involves teacher learning. The Economic and Social Research Council Teaching and Learning Research Programme (ESRC TLRP) research and development Network "Understanding and Developing Inclusive Practices in Schools" presented an opportunity both to understand the nature of this learning and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED412752.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED412752.pdf">Teacher Development.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> 1997 Eight conference papers on language teacher development are presented, including: "Mosaics of Teacher Development and Socialization" (Andrew Barfield, Paul A. Beaufait, Sean Conley, Tim Murphey, Katsura Haruko), a panel presentation on aspects of and experiments in teacher development; "Questions About Teaching? Answers from… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sayings&pg=3&id=EJ1086408','ERIC'); return false;" href="https://eric.ed.gov/?q=sayings&pg=3&id=EJ1086408">Those Who Can, Teach: The Academic Quality of Preservice Students in Teacher Education Programmes in Taiwan</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wang, Hsiou-Huai; Huang, Chin-Chun 2016-01-01 Difficulty in recruiting high-calibre individuals into teaching is a perennial issue in the field of teacher education. In some countries, students in teacher programmes are in general found to be lower in academic standing than their counterparts in other fields, which might lead to belief in the old saying that "those who cannot,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=exact+AND+solutions&pg=5&id=EJ874200','ERIC'); return false;" href="https://eric.ed.gov/?q=exact+AND+solutions&pg=5&id=EJ874200">Encouraging the Use of Technology in Problem-Solving: Some Examples from an Initial Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lopez-Real, Francis; Lee, Arthur 2006-01-01 As part of a module on mathematical problem solving in an Initial Teacher Education programme, the student teachers are encouraged to produce alternative solutions to the problems they tackle and, in particular, to consider whether ICT can help. In this paper we discuss a number of unusual solutions produced for some of the problems, specifically… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1165978.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1165978.pdf">Scaffolding the Learning-To-Teach Process: A Study in an EFL Teacher Education Programme in Argentina</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> San Martín, María Gimena 2018-01-01 This study seeks to examine how a supervisor scaffolds the student-teachers' learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=emotional+AND+intelligence+AND+autonomy&id=EJ997694','ERIC'); return false;" href="https://eric.ed.gov/?q=emotional+AND+intelligence+AND+autonomy&id=EJ997694">Developing the Emotional Competence of Teachers and Pupils in School Contexts</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Perez-Escoda, N.; Filella, G.; Alegre, A.; Bisquerra, R. 2012-01-01 Introduction: This paper describes the evaluation of two training programmes, one targeted at teachers and the other at pupils, the aim of both being to improve personal and social well-being through the development of emotional competence (emotional awareness, emotional regulation, emotional autonomy, social competence and life competencies).… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1129786','ERIC'); return false;" href="https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1129786">Evaluating the Impact of an Academic Teacher Development Program: Practical Realities of an Evidence-Based Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rathbun, Gail A.; Leatherman, Jane; Jensen, Rebecca 2017-01-01 This study aimed to assess the impact of an entire academic teacher development programme at a Midwestern masters comprehensive university in the United States over a period of five years by examining changes in teaching and student outcomes of nine randomly selected programme participants. Researchers analysed syllabi, course evaluations, grade… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1080609.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1080609.pdf">Strategies for Enhancing Quality Assurance in Business Teacher Education Programme in Nigerian Universities</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Okoro, James 2015-01-01 This study investigated the strategies for enhancing quality assurance in business teacher education programme in Nigerian universities. Two research questions and four hypotheses guided the study. This study adopted a descriptive survey design. The population of the study comprised 129 Business Education lecturers in state and federal… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cross+AND+cultural&pg=4&id=EJ1091461','ERIC'); return false;" href="https://eric.ed.gov/?q=cross+AND+cultural&pg=4&id=EJ1091461">Rethinking the Hermit Kingdom: US Social Studies Teachers' Cross-Cultural Professional Development in South Korea</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Choi, Yoonjung; Shin, Eui-Kyung 2016-01-01 This study explores the experiences of 34 US social studies teachers who participated in a cross-cultural professional development in South Korea, and the impact of the programme on the participant teachers' perceptions and practices of global education. Drawing upon a postcolonial lens, this mixed-method study takes a critical look at (a) how… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=partial+AND+credit+AND+model&pg=5&id=EJ960531','ERIC'); return false;" href="https://eric.ed.gov/?q=partial+AND+credit+AND+model&pg=5&id=EJ960531">The Nature and Development of Middle School Mathematics Teachers' Knowledge</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Beswick, Kim; Callingham, Rosemary; Watson, Jane 2012-01-01 In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of teachers' knowledge identified by Shulman ("1987") refined by Ball et al. ("2008") and extended to include teachers' confidence to use… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Video&id=EJ1169846','ERIC'); return false;" href="https://eric.ed.gov/?q=Video&id=EJ1169846">Video Simulations to Develop Preservice Mathematics Teachers' Discourse Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Amador, Julie M. 2018-01-01 The incorporation of video technology in teacher education programmes is increasingly prevalent, with teacher educators commonly using three traditional forms of videos: published video, preservice teachers' own videos and colleagues' videos. This study explored a fourth type of video, self-created scripted video simulations in which preservice… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1072667.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1072667.pdf">Evaluative Study of M.A. Education Programmes of Teacher Education at Higher Education Level in Pakistan</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fatima, Jabeen; Naseer Ud Din, Muhammad 2010-01-01 The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher's training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph.D) post-graduate degrees in the field of education to enhance the careers and accelerate the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Groupwork&pg=3&id=EJ906791','ERIC'); return false;" href="https://eric.ed.gov/?q=Groupwork&pg=3&id=EJ906791">An English Teacher's Developing Self-Efficacy Beliefs in Using Groupwork</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wyatt, Mark 2010-01-01 In this article, I explore how an English teacher's self-efficacy beliefs in using groupwork developed, specifically with regard to his work with young learners, while he was engaged part-time on an in-service BA TESOL programme in the Middle East. Using qualitative case study methodology, I uncover various aspects of his self-efficacy growth,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=baxter&pg=7&id=EJ751053','ERIC'); return false;" href="https://eric.ed.gov/?q=baxter&pg=7&id=EJ751053">Teacher Education Students' Epistemological Beliefs: Developing a Relational Model of Teaching</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brownlee, Joanne 2004-01-01 A teaching programme based on relational pedagogy (Baxter Magolda, 1993a) was implemented to foster the development of epistemological beliefs in twenty-nine pre-service teacher education students at a large metropolitan university in Australia. Epistemological beliefs are those personally held beliefs about the nature and structure of knowing.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+argentina&id=EJ953022','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+argentina&id=EJ953022">Teachers as "Reform-Doers": Developing a Participatory Curriculum to Teach English as a Foreign Language</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Banegas, Dario Luis 2011-01-01 In this article I investigate the process of an in-service programme for English-as-a-foreign-language (EFL) teachers in Argentina started in 2007. Teachers began to feel uneasy about the EFL curriculum for secondary education at the time, feeling that something should be done to develop a participatory curriculum to be implemented in the future.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1133898','ERIC'); return false;" href="https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1133898">Governing Teachers by Professional Development: State Programmes for Continuing Professional Development in Sweden since 1991</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kirsten, Nils; Wermke, Wieland 2017-01-01 The purpose of this article was to analyse how teachers' continuing professional development (CPD) contributes to the government of the teaching profession. This is done by examining the CPD initiatives organized by two Swedish national educational agencies since 1991 involving the school subjects of Swedish (standard language education) and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=obesity&pg=7&id=EJ1078036','ERIC'); return false;" href="https://eric.ed.gov/?q=obesity&pg=7&id=EJ1078036">Teacher Experiences of Delivering an Obesity Prevention Programme (The WAVES Study Intervention) in a Primary School Setting</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Griffin, Tania L; Clarke, Joanne L; Lancashire, Emma R; Pallan, Miranda J; Passmore, Sandra; Adab, Peymane 2015-01-01 Objective: There has been a wealth of childhood obesity prevention studies in school-based settings. However, few have investigated the experiences of school staff charged with delivery of such programmes. This study aimed to elicit teachers' experiences of delivering a childhood obesity prevention programme for children aged 6-7 years. Design:… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active">10</li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active">11</li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ITE&pg=4&id=EJ1109484','ERIC'); return false;" href="https://eric.ed.gov/?q=ITE&pg=4&id=EJ1109484">From Theory to Practice: Beginner Teachers' Experiences of the Rigour of the Postgraduate Certificate in Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nomlomo, Vuyokazi; Sosibo, Zilungile 2016-01-01 This article focuses on how recent graduates perceive the rigour of the Postgraduate Certificate in Education (PGCE) initial teacher education (ITE) programme. The article is based on qualitative data collected from a purposely selected sample of 19 beginner teachers who graduated from two higher education institutions that offer PGCE programmes… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=recruitment+AND+process&pg=3&id=EJ1090209','ERIC'); return false;" href="https://eric.ed.gov/?q=recruitment+AND+process&pg=3&id=EJ1090209">"You Have to Be a Bit Brave": Barriers to Scottish Student-Teachers' Participation in Study-Abroad Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Santoro, Ninetta; Sosu, Edward; Fassetta, Giovanna 2016-01-01 This article reports on a study that examined Scottish student teachers' attitudes to study-abroad and the reasons underpinning their reluctance to participate in these programmes. Data collection comprised a mixed-methods approach consisting of a survey of 318 student-teachers in one Scottish university followed by semi-structured interviews with… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ976576.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ976576.pdf">Relationship between Teachers' ICT Competency, Confidence Level, and Satisfaction toward ICT Training Programmes: A Case Study among Postgraduate Students</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tasir, Zaidatun; Abour, Khawla Mohammed El Amin; Halim, Noor Dayana Abd; Harun, Jamalludin 2012-01-01 There are three main variables that would make the integration of ICT tools as an easy process. Those three variables are teachers' ICT competency, teachers' confidence level in using ICT, and teachers' satisfaction on ICT training programmes. This study investigated the relationships among these three variables and measured the levels of the… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED523062.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED523062.pdf">Web-Based New Literacies and EFL Curriculum Design in Teacher Education: A Design Study for Expanding EFL Student Teachers' Language-Related Literacy Practices in an Egyptian Pre-Service Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Abdallah, Mahmoud Mohammad Sayed 2011-01-01 With the dominance of the Web in education and English language learning, new literacies have emerged. This thesis is motivated by the assumption that these literacies need to be integrated into the Egyptian pre-service EFL teacher education programmes so that EFL student teachers can cope with the new reality of language teaching/learning.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ICT&pg=6&id=EJ1083201','ERIC'); return false;" href="https://eric.ed.gov/?q=ICT&pg=6&id=EJ1083201">Integrating ICT in Kenyan Secondary Schools: An Exploratory Case Study of a Professional Development Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tondeur, Jo; Krug, Don; Bill, Mike; Smulders, Maaike; Zhu, Chang 2015-01-01 This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development programme from which data for this study were drawn was designed to support teachers learning to integrate ICT in the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=plant+AND+consciousness&pg=2&id=EJ738634','ERIC'); return false;" href="https://eric.ed.gov/?q=plant+AND+consciousness&pg=2&id=EJ738634">Investigating Nature on the Way to School: Responses to an Educational Programme by Teachers and Their Pupils</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lindemann-Matthies, Petra 2006-01-01 In this study, the responses of teachers and their pupils to the educational programme "Nature on the Way to School" were investigated with the help of questionnaires. The main objectives of the programme were the promotion of opportunities for children to experience nature first-hand on the way to school, the promotion of children's… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=perception&pg=7&id=EJ1171196','ERIC'); return false;" href="https://eric.ed.gov/?q=perception&pg=7&id=EJ1171196">Improving Student Teachers' Perceptions on Technology Integration Using a Blended Learning Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Edannur, Sreekala; Marie, S. Maria Josephine Arokia 2017-01-01 This study examined student teachers' perceptions about Technology Integration (Blended Learning in this study) before and after their exposure to a Blended Learning Experimental Programme designed for the study for eight weeks. EDMODO (an open access Learning Management System) was used as the teaching learning platform for the implementation of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=transmission+AND+design&pg=5&id=EJ883500','ERIC'); return false;" href="https://eric.ed.gov/?q=transmission+AND+design&pg=5&id=EJ883500">The Impact of a Professional Development Programme on the Practices and Beliefs of Numeracy Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Swan, Malcolm; Swain, Jon 2010-01-01 This article describes some outcomes of a nine-month design-based research study into the professional development of 24 numeracy teachers with post-16 learners. Teachers analysed research-based principles for teaching, and engaged in a design-research process by testing and refining teaching activities to embody these principles. Data from… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1147137.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1147137.pdf">Utilising Learning Environment Assessments to Improve Teaching Practices among In-Service Teachers Undertaking a Distance-Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Aldridge, Jill; Fraser, Barry; Ntuli, Sipho 2009-01-01 We examined the viability of using feedback from a learning environment instrument to guide improvements in the teaching practices of in-service teachers undertaking a distance-education programme. The 31 teachers involved administered a primary school version of the What Is Happening In this Class? (WIHIC-Primary) questionnaire to their 1,077… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1099449.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1099449.pdf">Pre-Service Teachers' Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Debreli, Emre 2016-01-01 It is often said that beliefs determine the ways teachers think and act in classrooms. There is now strong evidence that teachers' beliefs are formed during their previous education as students, and that they exert a powerful influence throughout their careers. However, only little has yet been done on the teacher education programmes' influence… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1133036.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1133036.pdf">Perception of Pre-Service Teachers' towards the Teaching Practice Programme in College of Technology Education, University of Education, Winneba</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Amankwah, Francis; Oti-Agyen, Philip; Sam, Francis Kwame 2017-01-01 The descriptive survey design was used to find out the perception of pre-service teachers on teaching practice (on-campus) as an initial teacher preparation programme in University of Education, Winneba. A simple random sampling was used to select 226 pre-service teachers from the College of Technology Education, Kumasi. Data for the study were… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=de&id=EJ1149849','ERIC'); return false;" href="https://eric.ed.gov/?q=de&id=EJ1149849">Exploring the Nature and Implications of Student Teacher Engagement with Development Education Initiatives</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Baily, Fiona; O'Flaherty, Joanne; Hogan, Deirdre 2017-01-01 In this article, the authors outline and discuss the findings of a research study, which explored student teacher engagement with development education (DE) interventions implemented within Professional Master of Education (PME) programmes across eight Irish Higher Education Institutions. Interpretivist methods were employed incorporating… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1001061.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1001061.pdf">Effects of a Teacher Training Programme on Symptoms of Attention Deficit Hyperactivity Disorder</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Froelich, Jan; Breuer, Dieter; Doepfner, Manfred; Amonn, Frauke 2012-01-01 A substantial lack of effective school based interventions especially in the natural setting exists in the treatment of Attention Deficit Hyperactivity Disorder. We performed a 18-week teacher training programme in a public elementary school with 378 pupils in 16 classes. After completing a screening assessment for symptoms related to ADHD and to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Mct&pg=2&id=EJ929293','ERIC'); return false;" href="https://eric.ed.gov/?q=Mct&pg=2&id=EJ929293">Metaphorical Roots of Beliefs about Teaching and Learning Science and Their Modifications in the Standard-Based Science Teacher Preparation Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Buaraphan, Khajornsak 2011-01-01 Beliefs are psychological constructs potentially driving a teacher to make pedagogical decisions and act. In this study, the metaphor construction task (MCT) was utilised to uncover beliefs about teaching and learning science held by 110 pre-service science teachers participating in the standard-based teacher preparation programme. Overall, the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=proposal+AND+leadership+AND+improvement&pg=2&id=ED559242','ERIC'); return false;" href="https://eric.ed.gov/?q=proposal+AND+leadership+AND+improvement&pg=2&id=ED559242">Developing Teachers: Improving Professional Development for Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Coe, Robert; Aloisi, Cesare; Higgins, Steve; Major, Lee Elliot 2015-01-01 This document is a summary of the report "What Makes Great Teaching". It argues that improved teacher development will positively impact on pupil attainment, particular those from disadvantaged backgrounds. "Developing Teachers" presents five policy recommendations which have been signed by 17 of Britain's leading headteachers… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=dickenson&id=EJ1127951','ERIC'); return false;" href="https://eric.ed.gov/?q=dickenson&id=EJ1127951">The Impact of a Professional Development Model on Middle School Science Teachers' Efficacy and Implementation of Inquiry</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee 2016-01-01 This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=improve+AND+intercultural+AND+communication&pg=2&id=EJ1173018','ERIC'); return false;" href="https://eric.ed.gov/?q=improve+AND+intercultural+AND+communication&pg=2&id=EJ1173018">INTERACT: Building a Virtual Community of Practice to Enhance Teachers' Intercultural Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hajisoteriou, Christina; Karousiou, Christiana; Angelides, Panayiotis 2018-01-01 This project focuses on the design and implementation of an online professional development platform tailored to teachers' needs to improve and promote their intercultural knowledge. Drawing upon the framework of virtual communities of practice, the project escapes from traditional professional development programmes. Although a total of 103… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=richard+f+townsend&id=ED369784','ERIC'); return false;" href="https://eric.ed.gov/?q=richard+f+townsend&id=ED369784">Understanding Teacher Development.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hargreaves, Andy, Ed.; Fullan, Michael G., Ed. The 12 chapters in this book interpret teacher development in relation to self-development, teacher reflection, teacher biographies, cultures of teaching, teacher careers, teachers' work, gender identity, and classroom practice. The collection begins with an introductory chapter (Andy Hargreaves and Michael G. Fullan) and continues with 11… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=photosynthesis&pg=6&id=EJ968734','ERIC'); return false;" href="https://eric.ed.gov/?q=photosynthesis&pg=6&id=EJ968734">An Action-Research Programme with Secondary Education Teachers on Teaching and Learning Photosynthesis</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Domingos-Grilo, Paula; Reis-Grilo, Carlos; Ruiz, Constantino; Mellado, Vicente 2012-01-01 We describe part of an action-research programme in Spain which was based on metacognitive reflection. The participants were four science teachers in a secondary school during the 2004-05 and 2005-06 academic years. During the study, they each analysed their own pupils' alternative ideas on photosynthesis and their teaching methods as recorded in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4817652','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4817652">The Prevent programme: an ethical dilemma for teachers as well as psychiatrists</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Reed, Stephanie 2016-01-01 The UK government's Prevent programme affects professionals and the people who rely on their services across the public sector, particularly now that workers are legally bound to report their concerns about individuals they believe to be at risk of radicalisation. This article discusses the risks that the strategy presents to the work of teachers and the bonds of trusts between staff and students. PMID:27087992 </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active">11</li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active">12</li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016NCimC..38...99J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016NCimC..38...99J">In-service and pre-service teacher education in IBSE: The ESTABLISH approach</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Ješková, Zuzana; Kireš, Marián; McLoughlin, Eilish; Finlayson, Odilla; Ottander, Christina; Ekborg, Margareta 2016-05-01 One of the main goals of the ESTABLISH 7fp project (available on line at http://www.establish-fp7.eu/) was the development and implementation of the professional development teacher education programmes (TEP) to support teachers in adopting inquiry-based strategies in their teaching. Within the project there was a model for in-service and pre-service teacher training in IBSE designed and implemented across 12 participating countries. The programme is based on 4 core elements and 4 additional elements that are built around the IBSE teaching units developed within the project. As accepted by ESTABLISH partners, all teacher training programmes include the minimum of the four elements, i.e. introduction to IBSE, industrial content knowledge, teacher as implementer and teacher as developer of IBSE teaching materials. There are also four additional elements designed in detail, i.e. ICT for IBSE, argumentation in the classroom, research and design projects for students, assessment of IBSE. These can be added to the programme optionally with regard to the level of teachers' IBSE skills and current situation in education and teachers' professional development within the country. This ESTABLISH model of TEP was followed in participating countries in order to change teachers' attitudes from traditional ways of teaching towards adopting inquiry strategies and their successful implementation in the classroom. Within the face-to-face workshops teachers experienced and developed their inquiry based teaching strategies using specifically developed materials. In addition, the e-platform has been developed to provide on-line support. This platform provides educators and teachers with all the necessary materials for the training and IBSE teaching units and other teaching materials for teachers' ongoing help. The teacher training programme was successfully implemented in Slovakia. There were two runs of teacher training workshops on IBSE already carried out. Moreover, the additional </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Wine+AND+analysis+OR+method&pg=2&id=EJ962417','ERIC'); return false;" href="https://eric.ed.gov/?q=Wine+AND+analysis+OR+method&pg=2&id=EJ962417">New Wine in Old Bottles? A Critique of Sweden's New National Training Programme for Head Teachers: Does It Strengthen or Undermine School Equality and Students' Educational Rights and Guarantees?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rapp, Stephan 2012-01-01 This research seeks to look at the effect of the new Swedish training programme for head teachers by comparing it with the previous national training programme and does so primarily through an analysis of documents and texts that served to underpin the two different programmes. To put the Swedish teacher-training programme in an international… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17943528','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17943528">Challenges in adopting evidence-based school drug education programmes.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Cahill, Helen W 2007-11-01 The paper discusses the school-based challenges that may moderate the implementation of evidence-based drug education in schools. Knowledge about what constitutes an effective evidence-based drug education programme is discussed in relation to the challenge of delivery in the school setting. Research demonstrates that drug education should be engaging, incorporate interactive learning strategies, stimulate higher-order thinking, promote learning and be transferable to real life circumstances. This may difficult to accomplish in practice, as a range of contextual challenges and ideological assumptions may moderate the teacher's capacity to deliver a programme of this nature. Collaborative learning strategies are not the norm in schools and therefore teachers may find interactive drug education programmes difficult to adopt. Conflicting ideological assumptions about effective epistemological approaches to drug education may also direct the way in which teachers modify programmes in the local context. Teachers need professional training and support if they are to adopt successfully evidence-based school drug education programmes. This support may be enhanced if it includes whole school approaches to effective pedagogy and the development of pro-social classroom environments. Drug education research should take account of the complexities of implementation in the school setting and investigate further the professional and organisational support that teachers require in order to maintain high-quality provision in the school context. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1128107.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1128107.pdf">Reflection on Teachers' Personal and Professional Growth through a Materials Development Seminar</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Núñez Pardo, Astrid; Téllez Téllez, María Fernanda 2016-01-01 This qualitative action research study explores the role of reflection on teachers' personal and professional growth through the methodology used in the Materials Development Seminar in the Master's Programme in Education with Emphasis on English Didactics at a private university in Colombia. The project was carried out with 31 English as a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+social&pg=5&id=EJ1172302','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+social&pg=5&id=EJ1172302">Critical Service-Learning: Promoting Values Orientation and Enterprise Skills in Pre-Service Teacher Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Iyer, Radha; Carrington, Suzanne; Mercer, Louise; Selva, Gitta 2018-01-01 Experiential learning pathways within education programmes such as Service-learning are a means to enrich the learning of pre-service teachers. As a pathway, Service-learning provides value-oriented learning focused on inclusion, diversity, and difference. This paper adopts critical social theory to examine how, along with these values, critical… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=bolivia&pg=7&id=EJ728177','ERIC'); return false;" href="https://eric.ed.gov/?q=bolivia&pg=7&id=EJ728177">Do We Expect Too Much of Bilingual Teachers? Bilingual Teaching in Developing Countries</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Benson, Carol 2004-01-01 Given the unique character of bilingual students and the programmes that support them, primary bilingual teaching is a challenging job in any country. However, bilingual teachers in developing contexts are especially challenged; they are often undertrained and underpaid, and must function in under-resourced schools with undernourished students.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=marte&pg=2&id=EJ1135657','ERIC'); return false;" href="https://eric.ed.gov/?q=marte&pg=2&id=EJ1135657">Integrating Assessment for Learning in the Teacher Education Programme at the University of Oslo</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brevik, Lisbeth M.; Blikstad-Balas, Marte; Engelien, Kirsti Lyngvaer 2017-01-01 This article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1096656.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1096656.pdf">Pre-Service Teachers' Belief Change and Practical Knowledge Development during the Course of Practicum</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Debreli, Emre 2016-01-01 This study deals with the nature of change processes that pre-service teachers undergo throughout their training in an English Language Teaching programme. It also explores the types of beliefs about learning and teaching that pre-service teachers held before starting the practical phase of the programme and whether and how the practical phase… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=attention+AND+psychology&pg=6&id=EJ1150903','ERIC'); return false;" href="https://eric.ed.gov/?q=attention+AND+psychology&pg=6&id=EJ1150903">Perspectives on a Whole Class Mindfulness Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Thomas, George; Atkinson, Cathy 2017-01-01 This study sought to establish pupil and teacher views about a six-hour, whole-class mindfulness programme called Paws.b. Pupil post-intervention focus groups and teacher semi-structured interviews were used to ascertain what was interesting and useful about Paws.b, and how it could be developed. Audio recordings were transcribed and thematically… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17482334','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17482334">Teaching basic life support to school children using medical students and teachers in a 'peer-training' model--results of the 'ABC for life' programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Toner, P; Connolly, M; Laverty, L; McGrath, P; Connolly, D; McCluskey, D R 2007-10-01 The 'ABC for life' programme was designed to facilitate the wider dissemination of basic life support (BLS) skills and knowledge in the population. A previous study demonstrated that using this programme 10-12-year olds are capable of performing and retaining these vital skills when taught by medical students. There are approximately 25,000 year 7 school children in 900 primary schools in Northern Ireland. By using a pyramidal teaching approach involving medical students and teachers, there is the potential to train BLS to all of these children each year. To assess the effectiveness of a programme of CPR instruction using a three-tier training model in which medical students instruct primary school teachers who then teach school children. School children and teachers in the Western Education and Library Board in Northern Ireland. A course of instruction in cardiopulmonary resuscitation (CPR)--the 'ABC for life' programme--specifically designed to teach 10-12-year-old children basic life support skills. Medical students taught teachers from the Western Education and Library Board area of Northern Ireland how to teach basic life support skills to year 7 pupils in their schools. Pupils were given a 22-point questionnaire to assess knowledge of basic life support immediately before and after a teacher led training session. Children instructed in cardiopulmonary resuscitation using this three-tier training had a significantly improved score following training (57.2% and 77.7%, respectively, p<0.001). This study demonstrates that primary school teachers, previously trained by medical students, can teach BLS effectively to 10-12-year-old children using the 'ABC for life' programme. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Behaviour+AND+modification&pg=7&id=EJ1110435','ERIC'); return false;" href="https://eric.ed.gov/?q=Behaviour+AND+modification&pg=7&id=EJ1110435">Professional Development and Learning by General Teachers Implementing Functional Behavioural Assessment in Thai Inclusive Classrooms</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian 2016-01-01 Functional Behavioural Assessment (FBA) is identified as a research-based approach used in many Western schools to support student behaviour. This study aimed to assist Thai classroom teachers by providing a professional development and learning programme in FBA to develop an effective and efficient process to address behaviour problems and allow… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10788199','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10788199">From psycho-social theory to sustainable classroom practice: developing a research-based teacher-delivered sex education programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Wight, D; Abraham, C 2000-02-01 This paper describes the development of a theoretically based sex education programme currently undergoing a randomized controlled trial in the UK. It considers some of the practical difficulties involved in translating research-based conclusions into acceptable, replicable and potentially effective classroom lessons. The discussion acknowledges that the implications of social psychological research and the requirements of rigorous evaluation may conflict with accepted principles inherent in current sex education practice. It also emphasizes that theoretical ideas must be carefully embedded in lessons which are informed by an awareness of classroom culture, and the needs and skills of teachers. For example, the use of same-sex student groups to reflect on the gendered construction of sexuality may be problematic. Materials must be tailored to recipients' circumstances, which may require substituting for limited experience with the use of detailed scripts and scenarios. Furthermore, role-play techniques for sexual negotiation that work elsewhere may not be effective in the UK. The use of trigger video sessions and other techniques are recommended. Finally, the problems involved in promoting condom-related skills are discussed. The paper concludes that, if an intervention is to be sustainable beyond the research stage, it must be designed to overcome such problems while remaining theoretically informed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=research+AND+classroom+AND+management+AND+strategies&pg=3&id=EJ1144176','ERIC'); return false;" href="https://eric.ed.gov/?q=research+AND+classroom+AND+management+AND+strategies&pg=3&id=EJ1144176">Exploring the Effects of a Universal Classroom Management Training Programme on Teacher and Child Behaviour: A Group Randomised Controlled Trial and Cost Analysis</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hickey, Grainne; McGilloway, Sinead; Hyland, Lynda; Leckey, Yvonne; Kelly, Paul; Bywater, Tracey; Comiskey, Catherine; Lodge, Anne; Donnelly, Michael; O'Neill, Donal 2017-01-01 Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ861322.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ861322.pdf">Designing to Promote Access, Quality, and Student Support in an Advanced Certificate Programme for Rural Teachers in South Africa</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fresen, Jill W.; Hendrikz, Johan 2009-01-01 This paper reports on the re-design of the Advanced Certificate in Education (ACE) programme, which is offered by the University of Pretoria through distance education (DE) to teachers in rural South Africa. In 2007, a team re-designed the programme with the goal of promoting access, quality, and student support. The team included an independent… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Rowland&id=EJ1090392','ERIC'); return false;" href="https://eric.ed.gov/?q=Rowland&id=EJ1090392">Using the "Knowledge Quartet" to Quantify Mathematical Knowledge in Teaching: The Development of a Protocol for Initial Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Weston, Tracy L. 2013-01-01 This study examined trainee teachers' mathematical knowledge in teaching (MKiT) over their final year in a US Initial Teacher Education (ITE) programme. This paper reports on an exploratory methodological approach taken to use the "Knowledge Quartet" to quantify MKiT through the development of a new protocol to code trainees' teaching of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=leadership+AND+organisations+AND+success&id=EJ1026221','ERIC'); return false;" href="https://eric.ed.gov/?q=leadership+AND+organisations+AND+success&id=EJ1026221">Leading through Partnership: Enhancing the Teach First Leadership Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Blandford, Sonia 2014-01-01 Teach First works in partnership with government, business organisations, higher education institutions (providers of Initial Teacher Training, ITT) and schools to offer a two-year integrated Qualified Teacher Status (QTS) Leadership Development Programme; the first cohort of students were accepted in 2003. Its delivery of an integrated… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Behaviour+AND+modification&pg=6&id=EJ1070291','ERIC'); return false;" href="https://eric.ed.gov/?q=Behaviour+AND+modification&pg=6&id=EJ1070291">Early Professional Development in the Scottish Context: Pre-Service High School Teachers and the Management of Behaviour in Classrooms</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hamilton, Lorna 2015-01-01 This paper gives an account of an exploratory piece of research focused on understanding more fully the nature of pre-service teachers' developing approaches to classroom behaviour management on a one-year postgraduate teacher education programme in the Scottish context. Drawing on individual and focus group interviews as well as journaling of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1100181.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1100181.pdf">The Effectiveness of a Guided Inquiry-Based, Teachers' Professional Development Programme on Saudi Students' Understanding of Density</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Almuntasheri, S.; Gillies, R. M.; Wright, T. 2016-01-01 Despite a general consensus on the educational effectiveness of inquiry-based instruction, the enacted type of inquiry in science classrooms remains debatable in many countries including Saudi Arabia. This study compared guided-inquiry based teachers' professional development to teacher-directed approach in supporting Saudi students to understand… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24602099','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24602099">Teachers' perceptions about children's movement and learning in early childhood education programmes.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Gehris, J S; Gooze, R A; Whitaker, R C 2015-01-01 Efforts to improve the academic skills of preschool-aged children have resulted in approaches that tend to limit children's movement. However, movement experiences have long been considered important to children's learning and have received increased attention because of the obesity epidemic. Early childhood educators are important sources of information about if and how to promote learning and school readiness through movement, but little effort has been made to understand teachers' views on this topic. We conducted six focus groups with 37 teachers from a Head Start programme with centres in three cities in eastern Pennsylvania. We inquired about: (1) how movement influences children's learning; (2) what types of movement experiences are most beneficial for children; (3) what settings best support children's movement; and (4) challenges related to children's movement. To identify key themes from the focus groups, transcripts were analysed using an inductive method of coding. Teachers' views were expressed in four major themes. First, young children have an innate need to move, and teachers respond to this need by using movement experiences to prepare children to learn and to teach academic concepts and spatial awareness. However, teachers wanted more training in these areas. Second, movement prepares children for school and for life by building children's confidence and social skills. Third, teachers and children benefit from moving together because it motivates children and promotes teacher-child relationships. Finally, moving outdoors promotes learning by engaging children's senses and promoting community interaction. More training may be required to help early childhood educators use movement experiences to teach academic concepts and improve children's spatial awareness. Future interventions could examine the impacts on children's movement and learning of having teachers move with children during outdoor free play and including more natural features in the </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Vietnam+AND+environment&pg=2&id=EJ1027982','ERIC'); return false;" href="https://eric.ed.gov/?q=Vietnam+AND+environment&pg=2&id=EJ1027982">Across Borders and across Cultures: Vietnamese Students' Positioning of Teachers in a University Twinning Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Vu, Ha; Doyle, Stephanie 2014-01-01 How do teachers and teaching appear to international students moving from the home country component of a twinning programme to the overseas partner university? This narrative study explored the perspectives of five Vietnamese students in their first months of studying for a commerce degree at a New Zealand university, having completed the first… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active">12</li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active">13</li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+learning+AND+theory+AND+conflict&pg=4&id=EJ1031746','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+learning+AND+theory+AND+conflict&pg=4&id=EJ1031746">Constructing a Critical Professional Identity among Teacher Candidates during Service-Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dvir, Nurit; Avissar, Ilana 2014-01-01 This article presents a case study of a service-learning programme designed to develop a critical professional identity among teacher candidates. The programme was held in a teacher education college in Israel over a four-year period, 2005-2008. The development of a critical professional identity is examined in relation to the post-structural… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27520073','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27520073">Translating child development research into practice: Can teachers foster children's theory of mind in primary school?</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Bianco, Federica; Lecce, Serena 2016-12-01 Translating research findings into practice should be one of the objectives of developmental psychology. Recently, research demonstrated the existence of individual differences in theory of mind (ToM) during middle childhood that are crucial for children's academic and social adjustment. This study aims to transfer the results of recent experimental studies on ToM interventions into primary-school teachers' practices. It examines whether a ToM training programme, based on conversations about mental states, can be effective under real-world school conditions and if it can be translated in such a way that it becomes suitable for primary-school teachers. Seventy-two 8- to 9-year-old children took part in the study. A total of four classes were recruited and randomly assigned to the experimental (34 children, 18 boys) or to the control condition (38 children, 18 boys). The ToM group and the control group were matched at pre-test for age, ToM, socio-economic background, verbal ability, working memory, and planning. Teachers were trained in four teacher-training sessions; the classroom-training programme was delivered by teachers in four sessions (each 50 min long). Children were assessed before the intervention, after the end of the programme, and 2 months later. The ToM group improved ToM skills significantly more than the control group both in the short and in the long term. Teachers can successfully promote their pupils' ToM development during their regular teaching hours. Results are discussed in the light of the importance of ToM promotion for children's school adjustment. © 2016 The British Psychological Society. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=leadership&pg=2&id=EJ1174563','ERIC'); return false;" href="https://eric.ed.gov/?q=leadership&pg=2&id=EJ1174563">Principal-Teacher Interactions and Teacher Leadership Development: Beginning Teachers' Perspectives</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Szeto, Elson; Cheng, Annie Yan-Ni 2018-01-01 Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal-teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1174461.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1174461.pdf">Sustaining and Scaling Up Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hassler, Bjoern; Hennessy, Sara; Hofmann, Riikka 2018-01-01 Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=dinosaurs&pg=2&id=EJ966383','ERIC'); return false;" href="https://eric.ed.gov/?q=dinosaurs&pg=2&id=EJ966383">The Incredible Years Therapeutic Social and Emotional Skills Programme: A Pilot Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hutchings, Judy; Bywater, Tracey; Gridley, Nicole; Whitaker, Christopher J.; Martin-Forbes, Pam; Gruffydd, Stella 2012-01-01 The Incredible Years (IY) universal child Classroom Dinosaur and Teacher Classroom Management programmes are delivered in all 102 primary schools in Gwynedd County, Wales. This article describes a pilot study of the IY Therapeutic (small group) Dinosaur School social and emotional coaching programme, developed as a treatment programme, in one such… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1065854.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1065854.pdf">A Case Study of the Development in Pedagogic Thinking of a Pre-Service Teacher</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Borg, Michaela 2005-01-01 Within education there has been considerable research into the process of learning to teach. This has often taken the form of investigations of trainee-teachers' knowledge and beliefs. However, within ELT, empirical research into the development of trainees' thinking whilst taking a formal training programme is limited. This article reports on a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1064554','ERIC'); return false;" href="https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1064554">Using Student Perceptions of the Learning Environment to Evaluate the Effectiveness of a Teacher Professional Development Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Soebari, Titien S.; Aldridge, Jill M. 2015-01-01 The focus of this article is two-fold. First, it describes a model that can be used to guide the evaluation of teacher professional development. The model combines important components of existing models and incorporates the use of students' perceptions for examining teacher change. Second, the article reports the evaluation of a teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22managing+innovation%22&pg=2&id=EJ362713','ERIC'); return false;" href="https://eric.ed.gov/?q=%22managing+innovation%22&pg=2&id=EJ362713">The Legacy of the Microelectronics Education Programme.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Thorne, Michael 1987-01-01 Describes the Microelectronics Education Programme (MEP), a plan developed to help British secondary school students learn about microcomputers and the role of technology in society, and its successor, the Microelectronics Support Unit (MESU). Highlights include curriculum development, teacher training, computer assisted instruction and the… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED392765.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED392765.pdf">Organization for Cooperation in Overseas Development Teacher Education Summer Workshop Programme: Tutor's Manual.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Organization for Cooperation in Overseas Development, (St. Lucia). This manual for volunteer teachers from Canada traveling to the West Indies to assist host governments with improving their teachers' skills describes the organization sponsoring the teachers, the nature of the volunteers' duties, and practical aspects of the stay abroad. Two opening sections describe the Organization for Cooperation in Overseas… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1086372.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1086372.pdf">Perception of Teachers of Agriculture about Supervised Agricultural Experience Programmes (SAEP) in Secondary Schools in Ekiti and Ondo States Nigeria</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Famiwole, Remi O.; Kolawole, E. B. 2013-01-01 The study investigated the perception of teachers of agriculture about Supervised Agricultural Experience Programmes (SAEP) in secondary schools in Ekiti and Ondo States. The population used for the study consisted of 520 teachers of agricultural science in all the secondary schools in Ekiti and Ondo States. The sample used for this study was 136… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19700581','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19700581">Comparison between exclusively school teacher-based and mixed school teacher and healthcare provider-based programme on basic cardiopulmonary resuscitation for secondary schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Jiménez-Fábrega, X; Escalada-Roig, X; Miró, O; Sanclemente, G; Díaz, N; Gómez, X; Villena, O; Rodríguez, E; Gaspar, A; Molina, J E; Salvador, J; Sánchez, M 2009-09-01 To compare two teaching methodologies for PROCES (a basic cardiopulmonary resuscitation (b-CPR) programme for secondary school students): one exclusively performed by school teachers (study group) and another by a mixed team of school teachers and healthcare providers (control group). According to their preferences, teachers chose either method and students were consequently assigned to the control or study group. All participants took a 10 multiple-choice question exam regarding b-CPR skills twice: immediately after PROCES and one year later. Eight or more correct answers was considered satisfactory learning. Results between groups were compared. Associations between satisfactory learning and some student characteristics were analysed. Immediately after PROCES, 442 students (219 in the study group and 223 in the control group) took the exam. The percentage of satisfactory learning was not different: 67.1% in the study group and 64.6% in the control group. Immediate satisfactory learning was related to the absence of pending subjects in the control (odds ratio (OR) 2.31, 95% CI 1.16 to 4.64) and study (OR 5.87, 95% CI 1.22 to 28.20) groups. One year later, a greater percentage of retention of b-CRP skills was detected in the study group (57.1% vs 40.6%; p = 0.01). The absence of any pending subject (OR 6.86, 95% CI 1.83 to 25.66) was independently associated with better retention in the study group, but not the control group. Secondary school teachers, previously trained in b-CPR, can teach these skills effectively to 14-16-year-old students using PROCES. The retention of b-CPR skills is greater with this methodology compared with a more standardised programme. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017RScEd..47..407W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017RScEd..47..407W">Primary Teachers' Reflections on Inquiry- and Context-Based Science Education</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Walan, Susanne; Mc Ewen, Birgitta 2017-04-01 Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers' reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students' understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers' knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ITE&pg=7&id=EJ993290','ERIC'); return false;" href="https://eric.ed.gov/?q=ITE&pg=7&id=EJ993290">The Emerging Professional: An Investigation into Teacher Education Students' Developing Conceptions of the Relationship between Theory and Classroom Practice before, during and after a Postgraduate Teaching Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Knight, Rupert 2012-01-01 The role of theory in educational practice has long been seen as problematic (Pring 2004) and within initial teacher education (ITE) specifically, various models linking the two have been proposed (Korthagen 2010). In England, ITE is currently in a state of flux, with the majority of university-based postgraduate programmes operating partly at… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+service&pg=5&id=EJ1022193','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+service&pg=5&id=EJ1022193">Teacher Involvement in Pre-Service Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mason, Kevin O. 2013-01-01 Many researchers in the field of teacher education have proposed the formation of partnerships between teachers and teacher educators, without explicitly stating what additional roles teachers might play in the teacher preparation process. This article describes how some pre-service teacher education programmes have increased the involvement of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24046158','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24046158">[Development and implementation of a state-wide "train the trainer" model of the school-based prevention programme "Join the Healthy Boat - Primary School"].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Wartha, O; Koch, B; Kobel, S; Drenowatz, C; Kettner, S; Schreiber, A; Wirt, T; Kesztyüs, D; Steinacker, J M 2014-10-01 This paper shows how a state-wide health-promotion intervention at primary schools can be implemented by considering the example of the programme "Join the Healthy Boat - Primary School". Additionally, it is illustrated how quality control throughout the whole process can be incorporated. To operate long-term and target-group orientated in the whole state of Baden-Württemberg, the school-based prevention programme "Join the Healthy Boat" uses a "train the trainer" model. The trainers are teachers who were instructed by the project team. In the school year 2009/10, these trainers offered quadrinominal training courses for further teachers. Every urban and rural district is covered by 1 trainer. The trainers evaluated the 6 preparatory training courses they had been given using questionnaires. The following 4 training courses the trainers offered to the teachers were reviewed by the trainers as well as the teachers using questionnaires, too. Additionally, at the end of the school year 2009/10, the teachers completed a questionnaire about their satisfaction regarding the programme itself and the work with the trainer. During the school year 2009/10, 453 teachers were trained by 32 trainers. According to indications on the questionnaires about the preparatory training courses, all trainers felt themselves "very well" or "well" prepared for their task. The teachers evaluated the expertise of the respective trainer, the quality of the training courses and the satisfaction with the programme itself throughout highly. Based on the excellent results of the process evaluation and the programme's wide coverage, an adoption of a "train the trainer" model seems worthwhile for other school-based prevention programmes, as well. © Georg Thieme Verlag KG Stuttgart · New York. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19320645','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19320645">A pilot study of the Incredible Years Teacher Training programme and a curriculum unit on social and emotional skills in community pre-schools in Jamaica.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Baker-Henningham, H; Walker, S; Powell, C; Gardner, J Meeks 2009-09-01 School-based interventions involving teacher and/or child training have been shown to benefit teacher practices and to prevent conduct problems and improve children's social and emotional competence in developed countries; however, we are aware of no reports from a developing country. We conducted a pilot study of the Incredible Years Teacher Training programme and a curriculum unit on social and emotional skills based on concepts and activities drawn from the Incredible Years Dina Dinosaur Classroom Curriculum to determine if this approach is appropriate for use with Jamaican pre-school teachers and children. Five pre-schools in Kingston, Jamaica were randomly assigned to an intervention (3 pre-schools with 15 classrooms) or control (2 pre-schools with 12 classrooms) condition. Intervention involved seven whole-day teacher workshops using the Incredible Years Teacher Training programme supplemented by 14 child lessons in each class. The project was evaluated through structured observations of four categories of teacher behaviour and four observer ratings: two rating scales of child behaviour and two rating scales of classroom atmosphere. Significant intervention benefits were found to teachers' behaviour with increased positive behaviour [b = 7.9; 95% confidence interval (CI): 3.5, 12.3], reduced negative behaviour (b =-3.5; 95% CI: -6.6, -0.2) and increases in the extent to which teachers promoted children's social and emotional skills (b = 46.4; 95% CI: 11.0, 81.7). The number of teacher commands was not significantly reduced (b =-2.71; 95% CI: -6.01, 0.59). Significant intervention benefits were found to ratings of child behaviour with an increase in children's appropriate behaviour (b = 5.7, 95% CI: 1.0, 10.8) and in children's interest and enthusiasm (b = 7.2, 95% CI: 0.9, 13.5). Intervention also benefited classroom atmosphere with increases in opportunities provided for children to share and help each other (b = 1.3, 95% CI: 0.5, 2.1) and in teacher warmth </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ibs&pg=3&id=EJ947928','ERIC'); return false;" href="https://eric.ed.gov/?q=ibs&pg=3&id=EJ947928">A Summary of Research on the International Baccalaureate Diploma Programme: Perspectives of Students, Teachers, and University Admissions Offices in the USA</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Culross, Rita; Tarver, Emily 2011-01-01 This is the summary of a series of research studies into the International Baccalaureate (IB) Diploma Programme (DP) in the USA, beginning with the investigation of how the first class of IB DP graduates in an individual school perceived the impacts and benefits of the programme, through further investigations of teacher perceptions of the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=clil+AND+science&id=EJ1003314','ERIC'); return false;" href="https://eric.ed.gov/?q=clil+AND+science&id=EJ1003314">Learning to Become a CLIL Teacher: Teaching, Reflection and Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Urmeneta, Cristina Escobar 2013-01-01 This case study is part of a larger project which aims to determine the usefulness and validity of a model of a pre-service content and language integrated learning (CLIL) teacher education programme inserted in a Master's degree, whose main pedagogical option is to achieve teacher empowerment through cycles of collaborative teaching and shared… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22family+planning%22+OR+%22contraception%22+OR+%22Family+Planning+Services%22+AND+utilization+OR+utilization+OR+uptake+AND+%22risk+factors%22+OR+%22determinants%22+OR+%22factors%22+OR+%22predictors%22+AND+%2f+AND+Title%3a+AND+Africa+OR+East+AND+Africa+OR+Central+AND+Africa+OR+Burundi+OR+Uganda+OR+Rwanda+OR+DRC+OR+%22Democratic+Republic+of+Congo%22+OR+%22Central+African+Republic%22+OR+chad+OR+Tchad+OR+Tanzania+OR+Kenya+OR+Ethiopia+OR+%22South+Sudan%22+OR+Eritrea+OR+Djibouti+OR+Comoros+OR+Madagascar+OR+Mauritius+OR+Somalia+OR+Congo+OR+Angola+OR+Cameroun+OR+Cameroon+OR+%22Equatorial+Guinea%22+OR+Gabon+OR+S%c3%a3o+AND+Tom%c3%a9+AND+Principe+OR+Sudan&id=ED041818','ERIC'); return false;" href="https://eric.ed.gov/?q=%22family+planning%22+OR+%22contraception%22+OR+%22Family+Planning+Services%22+AND+utilization+OR+utilization+OR+uptake+AND+%22risk+factors%22+OR+%22determinants%22+OR+%22factors%22+OR+%22predictors%22+AND+%2f+AND+Title%3a+AND+Africa+OR+East+AND+Africa+OR+Central+AND+Africa+OR+Burundi+OR+Uganda+OR+Rwanda+OR+DRC+OR+%22Democratic+Republic+of+Congo%22+OR+%22Central+African+Republic%22+OR+chad+OR+Tchad+OR+Tanzania+OR+Kenya+OR+Ethiopia+OR+%22South+Sudan%22+OR+Eritrea+OR+Djibouti+OR+Comoros+OR+Madagascar+OR+Mauritius+OR+Somalia+OR+Congo+OR+Angola+OR+Cameroun+OR+Cameroon+OR+%22Equatorial+Guinea%22+OR+Gabon+OR+S%c3%a3o+AND+Tom%c3%a9+AND+Principe+OR+Sudan&id=ED041818">Directory of Teacher-Training Colleges.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> United Nations Educational, Scientific, and Cultural Organization, Paris (France). This directory contains information on the organization, trends, and current problems of teacher education in the 24 teacher-training colleges established in Africa since 1960 with the financial support of the United Nations Development Programme (UNDP) (Special Fund) and technical assistance from United Nations Educational, Scientific, and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=encyclopedia+AND+evaluation&pg=3&id=EJ786718','ERIC'); return false;" href="https://eric.ed.gov/?q=encyclopedia+AND+evaluation&pg=3&id=EJ786718">Identifying and Evaluating Teachers' Knowledge in Relation to Child Abuse and Neglect: A Qualitative Study with Australian Early Childhood Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Walsh, Kerryann; Farrell, Ann 2008-01-01 Child abuse and neglect are serious social problems that make extraordinary demands on teachers' knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers'… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active">13</li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active">14</li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=research+AND+classroom+AND+management+AND+strategies&pg=4&id=EJ1109888','ERIC'); return false;" href="https://eric.ed.gov/?q=research+AND+classroom+AND+management+AND+strategies&pg=4&id=EJ1109888">A Mixed-Methods Evaluation of the Longer-Term Implementation and Utility of a Teacher Classroom Management Training Programme in Irish Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Leckey, Yvonne; Hyland, Lynda; Hickey, Gráinne; Lodge, Anne; Kelly, Paul; Bywater, Tracey; Comiskey, Catherine; Donnelly, Michael; McGilloway, Sinéad 2016-01-01 Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the "Incredible Years Teacher [Classroom Management]" programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=divided+AND+attention+AND+benefits&id=EJ958372','ERIC'); return false;" href="https://eric.ed.gov/?q=divided+AND+attention+AND+benefits&id=EJ958372">Developing Black and Minority Ethnic Leaders: The Case for Customized Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ogunbawo, Dolapo 2012-01-01 The provision of customized black and minority ethnic (BME) leadership courses and programmes is one of the measures being employed to address the under-representation of teachers and school leaders from minority ethnic backgrounds. This strategy has always attracted controversy as opinions have been divided about its value and benefits. Yet there… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMED51C3442W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMED51C3442W">Designing Higher Education Courses and other Professional Development to Engender Science Teachers' Enthusiasm to Embrace the New Generation Science Standards</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Welstead, C.; Forder, S. E. 2014-12-01 This presentation is an overview of best practices in the design of continuing education courses and professional development workshops for Science teachers to enable them to transition to the NGSS; to share their enthusiasm in a way that engages students and leads to increased student achievement; and to become change agents in their educational settings and in their communities, in order to garner widespread support for an inquiry-based, NGSS-based curriculum. Proposed strands for teacher preparation programmes include a focus on higher level conceptual thinking; problem-solving opportunities for learning; inquiry-based learning; experiential learning and fieldwork; the authentic and effective incorporation of technology in teaching and learning; integrated and cross-curricular teaching and learning; learning that supports diversity and equity; and the appropriate, reliable and valid assessment of understanding. A series of three courses has been developed to prepare teachers in a graduate programme for implementing an inquiry-based, standards-based Science curriculum that incorporates the above-mentioned strands. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=transformation+AND+education&pg=2&id=EJ1102424','ERIC'); return false;" href="https://eric.ed.gov/?q=transformation+AND+education&pg=2&id=EJ1102424">Training Early Childhood Teachers for Sustainability: Towards a "Learning Experience of a Different Kind"</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Feriver, Sebnem; Teksöz, Gaye; Olgan, Refika; Reid, Alan 2016-01-01 In this study, we discuss findings from a small-scale project evaluating an in-service teacher training programme focused on "perspective transformation" in early childhood education and education for sustainability (EfS). A bespoke professional development programme was developed for Turkish early childhood teachers, based on a variety… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1153937.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1153937.pdf">Using Metaphoric Body-Mapping to Encourage Reflection on the Developing Identity of Pre-Service Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Botha, Carolina S. 2017-01-01 This article explores the contribution that a teaching strategy, such as metaphoric body-mapping, can make towards the discourse on the development of professional teacher identity. Second-year students in a Life Orientation methodology module in a B.Ed programme were offered the opportunity to validate their local knowledge and make new meaning… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Media+AND+brazilian&pg=4&id=ED394350','ERIC'); return false;" href="https://eric.ed.gov/?q=Media+AND+brazilian&pg=4&id=ED394350">Teachers as Course Developers.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Graves, Kathleen, Ed. The collection of essays on teachers as course developers is designed to help teachers understand how to develop courses or modify existing ones using their own experience and the experiences and theories of others. It attempts to capture this process through the stories of six teachers who have developed courses. Each narrative focuses on a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=services+AND+technology&pg=7&id=EJ1126431','ERIC'); return false;" href="https://eric.ed.gov/?q=services+AND+technology&pg=7&id=EJ1126431">Preparing Pre-Service Teachers to Integrate Technology into K-12 Instruction: Evaluation of a Technology-Infused Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Admiraal, Wilfried; van Vugt, Felix; Kranenburg, Frans; Koster, Bob; Smit, Ben; Weijers, Sanne; Lockhorst, Ditte 2017-01-01 The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers' technological,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=student+AND+behaviour+AND+mental+AND+health&pg=4&id=EJ1025890','ERIC'); return false;" href="https://eric.ed.gov/?q=student+AND+behaviour+AND+mental+AND+health&pg=4&id=EJ1025890">Teachers as Therapeutic Agents: Perceptions of a School-Based Mental Health Initiative</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lindo, Natalya A.; Taylor, Dalena Dillman; Meany-Walen, Kristin K.; Purswell, Katherine; Jayne, Kimberly; Gonzales, Terri; Jones, Leslie 2014-01-01 Teacher-child relationship building (TCRB) is a play-based professional development programme adapted from kinder training and filial therapy. Intended for early education teachers and students, TCRB is designed to strengthen the teacher-child relationship, improve student behaviour, enhance academic involvement and develop teachers' classroom… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1135107.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1135107.pdf">Perceptions of Digital Competency among Student Teachers: Contributing to the Development of Student Teachers' Instructional Self-Efficacy in Technology-Rich Classrooms</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Elstad, Eyvind; Christophersen, Knut-Andreas 2017-01-01 Adequate self-efficacy is useful for motivating individuals to engage in continued improvement. This study explores the potential antecedents of instructional self-efficacy beliefs among Norwegian student teachers attending a programme for secondary school teachers. The most important finding was the strong association between the student… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=self+AND+improvement&pg=3&id=EJ1029228','ERIC'); return false;" href="https://eric.ed.gov/?q=self+AND+improvement&pg=3&id=EJ1029228">Deliberate Practice in Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Vermunt, Jan D. 2014-01-01 Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers' learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the different… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27782826','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27782826">Does the Incredible Years Teacher Classroom Management Training programme have positive effects for young children exhibiting severe externalizing problems in school?: a quasi-experimental pre-post study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Kirkhaug, Bente; Drugli, May Britt; Handegård, Bjørn Helge; Lydersen, Stian; Åsheim, Merethe; Fossum, Sturla 2016-10-26 Young children exhibiting severe externalizing problems in school are at risk of developing several poor outcomes. School-based intervention programs have been found to be effective for students with different problems, including those with behavioral problems, emotional distress, or social problems. The present study investigated whether the IY-TCM programme, as a universal stand-alone school intervention programme, reduced severe child externalizing problems as reported by the teacher, and evaluated if these children improved their social competence, internalizing problems, academic performances and student- teacher relationship as a result of the IY TCM training. A quasi-experimental pre-post study was conducted, including 21 intervention schools and 22 control schools. Children in 1 st - 3 rd grade (age 6-8 years) assessed by their teacher as having severe externalizing problems on the Sutter-Eyberg Student Behavior Inventory-Revised (SESBI-R) total Intensity score, were included in the study, N = 83 (65 boys and 18 girls). Treatment effects were evaluated using 3- level linear mixed models analysis. In our study we found no differences in change between the two conditions from baseline to follow-up in externalizing problems, social skills, internalizing problems and closeness with teacher. The intervention condition did however show advantageous development in terms of student-teacher conflicts and increased academic performances. The IY Teacher Classroom Management program is not sufficient being a stand-alone universal program in a Norwegian primary school setting, for students with severe externalizing problems. However; some important secondary findings were found. Still, young school children with severe externalizing problems are in need of more comprehensive and tailored interventions. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Israel&pg=4&id=EJ1145290','ERIC'); return false;" href="https://eric.ed.gov/?q=Israel&pg=4&id=EJ1145290">Comparing the Effectiveness of Two Models of Initial Teacher Education Programmes in Israel: Concurrent vs. Consecutive</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Zuzovsky, Ruth; Donitsa-Schmidt, Smadar 2017-01-01 The purpose of the present study was to examine the effectiveness of two common models of initial teacher education programmes that are prevalent in many countries, including Israel. The two are: the concurrent model, in which disciplinary studies and pedagogical studies are integrated and taught at the same time; and the consecutive model, which… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1982IREdu..28....3A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1982IREdu..28....3A">The deployment and training of teachers for remote rural schools in less-developed countries</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Ankrah-Dove, Linda 1982-03-01 In less-developed countries schools in remote rural areas are likely to be poor in quality. One important aspect of this in certain contexts is the comparatively low quality of teachers and the high rate of teacher turnover in rural schools in these areas. It is likely that contributory factors are the ways in which posting and transfer procedures operate, inadequate preparation and support for teachers, and their own characteristics, values and interests. For purposes of analysis, two models are suggested which illuminate the policy assumptions behind different strategies used to try to remedy the situation. The rural deficit model tends to encourage the use of compulsory posting and incentives while the rural challenge model searches for better ways of preparing teachers for service in remote rural schools. From analysis of the literature, the author suggests that there are four inter-related features of contemporary teacher-education programmes which have potential and should be developed if good teachers are to be attracted to and retained in remote rural schools. These are field-based preparation, teamwork in training, community support of training and the recruitment and preparation of local teachers. A few examples of schemes employing these principles are described briefly. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26010079','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26010079">Latin American immigrant parents and their children's teachers in U.S. early childhood education programmes.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Crosnoe, Robert; Ansari, Arya 2015-12-01 For many immigrants, their children's schools offer their first sustained interaction with the major societal institutions of their new countries, and so exploring the ways in which immigrant parents manage their children's educational experiences offers insight into how they adapt to new cultural norms, customs and expectations and how they are treated in return. This study delved into the involvement of Latin American immigrant parents in U.S. education, shifting the traditional focus down from elementary and secondary school to early childhood education. Statistical analysis of nationally representative data revealed that Latina immigrants had lower frequencies of most home- and community-based involvement behaviours than U.S.-born and foreign-born parents of varying racial/ethnic backgrounds but higher frequencies of involvement behaviours requiring participation in early childhood education programmes. As a window into these national patterns, qualitative data from an early childhood programme in an immigration-heavy state revealed that Latina immigrant mothers and their children's teachers often talked about each other as partners in supporting children's educational experiences but that their actual interactions tended to socialise mothers into being more passive recipients of teachers' directives. © 2015 International Union of Psychological Science. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED568114.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED568114.pdf">Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hilton, Gillian 2016-01-01 This paper discusses the recent rise in teacher recruitment problems in England and examines possible causes. These are varied, but a main cause appears to be the increased variety of programmes on offer, which, it appears, is confusing applicants. Three different programme's trainees were asked to complete questionnaires at the start of their… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1103099.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1103099.pdf">Teacher Factors Affecting the Implementation of Early Childhood Development Education in Kericho Municipality, Kericho County</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mutindi, Koech Zipporah; Chepngeno, Kabwos Rebecca; Jeruto, Beatrice 2016-01-01 Childhood education is crucial in the life of a child because it lays the foundation of intellectual and physical development. Concerns have been raised over the state of the ECDE programmes with regard to the negative teacher attitudes towards selection and use of instructional resources due to low remuneration, lack of time and demotivation. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=nz&pg=4&id=EJ1037865','ERIC'); return false;" href="https://eric.ed.gov/?q=nz&pg=4&id=EJ1037865">Towards a Pre-Service Technology Teacher Education Resource for New Zealand</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Forret, Michael; Fox-Turnbull, Wendy; Granshaw, Bruce; Harwood, Cliff; Miller, Angela; O'Sullivan, Gary; Patterson, Moira 2013-01-01 The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1165935.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1165935.pdf">Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Burns, Anne; Westmacott, Anne 2018-01-01 One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED244960.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED244960.pdf">The Common Sociology between Teacher Evaluation and Teacher Development.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Crow, Nedra; Peterson, Ken The purpose of this study was to explore the sociological forces which have been identified in teacher development and to inquire into their role in teacher evaluation. To that end, a series of teacher development intervention programs and teacher interviews were conducted. This report describes the programs and interviews and highlights the most… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=post+AND+test+AND+study&pg=5&id=EJ949641','ERIC'); return false;" href="https://eric.ed.gov/?q=post+AND+test+AND+study&pg=5&id=EJ949641">Incorporating Critical Thinking in the Pedagogical Content of a Teacher Education Programme: Does It Make a Difference?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Toy, Banu Yucel; Ok, Ahmet 2012-01-01 Recent educational policies, national reports, and voluminous literature stress that critical thinking (CT) is an essential skill in any stage of schooling for producing critical thinkers and ensuring better learning. The importance of teaching CT has been raised in teacher education programmes because students are supposed to teach this skill in… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active">14</li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active">15</li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3260327','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3260327">Appreciation and implementation of the Krachtvoer healthy diet promotion programme for 12- to 14- year-old students of prevocational schools</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> 2011-01-01 Background Krachtvoer is a school-based healthy diet programme, developed in 2001 and revised in 2007 to meet the needs of particular segments of the target population as well as a wider target group. The main aims of the present process evaluation of the revised programme were to examine student and teacher appreciation of the programme, completeness of and adherence to its implementation, and relations between appreciation and completeness of implementation. Methods Data were collected among 22 teachers and 1117 students of 13 schools, using student evaluation forms, teacher logbooks, telephone interviews, and classroom observations. Results Results indicate favourable levels of teacher and student appreciation for the programme in general and the revised elements. Girls, first-year students and students with more favourable dietary intakes particularly appreciated individual programme elements. Levels of completeness of implementation were high, but several teachers did not adhere to the intended implementation period. Some moderately strong relations were found between teacher appreciation and completeness of implementation scores. Conclusion We conclude that the revisions have resulted in a programme that was appreciated well, also by the extended target group, and was implemented with a high degree of completeness. Teacher appreciation proved potentially important for completeness of implementation. We identified several aspects requiring improvement, indicating the importance of continued programme updates and repeated evaluation. PMID:22151954 </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1079111.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1079111.pdf">A Study on Quality of Public and Private Funded B.Ed Programme in Northern Region Based on Perception of Teacher Trainees with Regard to Learning Enhancement</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Barua, Sukti 2015-01-01 One of the key areas of a secondary teacher education programme is to train and prepare teacher trainees to function and carry out their responsibilities with commitment and most importantly as professionals. In the light of this, it is crucial for all teacher education institutions to visualize and share a common goal towards teacher preparation.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17598885','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17598885">Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Buckley, Sharon; Zamora, Javier 2007-06-28 Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor') on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC). Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part of their career. However, whilst a number of students </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1925072','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1925072">Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Buckley, Sharon; Zamora, Javier 2007-01-01 Background Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor') on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Methods Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC). Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Results Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part of their career. However </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=professional+AND+development&pg=7&id=EJ1154581','ERIC'); return false;" href="https://eric.ed.gov/?q=professional+AND+development&pg=7&id=EJ1154581">For Teachers, by Teachers: An Exploration of Teacher-Generated Online Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rodesiler, Luke 2017-01-01 Participatory online professional development opportunities created for teachers by teachers have emerged with the proliferation of social media. This article presents an investigation of a voluntary, participant-driven, 5-week online professional development offering in which two high school English teachers invited colleagues at a distance to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=world+AND+perception+AND+americans&pg=7&id=ED514382','ERIC'); return false;" href="https://eric.ed.gov/?q=world+AND+perception+AND+americans&pg=7&id=ED514382">Effects of International Baccalaureate Primary Years Programme on Teacher Philosophy, Perceptions of Efficacy, and Outlook on Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Getchell, Leroy Alfred 2010-01-01 Our nation, if it is going to keep a competitive edge versus the rest of the world, must reform the current system of educating children. The purpose of this study is to provide evidence that implementation of one increasingly popular reform effort, the International Baccalaureate Primary Years Programme (IBPYP), changes teachers' perceptions of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017CSEd...27...30C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017CSEd...27...30C">An evaluation of a professional learning network for computer science teachers</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Cutts, Quintin; Robertson, Judy; Donaldson, Peter; O'Donnell, Laurie 2017-01-01 This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project's programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers' professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers' own current practices. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26927790','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26927790">Evaluation of a nurse leadership development programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> West, Margaret; Smithgall, Lisa; Rosler, Greta; Winn, Erin 2016-03-01 The challenge for nursing leaders responsible for workforce planning is to predict the knowledge, skills and abilities required to lead future healthcare delivery systems effectively. Succession planning requires a constant, competitive pool of qualified nursing leader candidates, and retention of those interested in career growth. Formal nursing leadership education in the United States is available through graduate education and professional nursing organisation programmes, such as the Emerging Nurse Leader Institute of the American Organization of Nurse Executives. However, there is also a need for local development programmes tailored to the needs of individual organisations. Leaders at Geisinger Health System, one of the largest rural health systems in the US, identified the need for an internal professional development scheme for nurses. In 2013 the Nurses Emerging as Leaders programme was developed to prepare nurse leaders for effective leadership and successful role transition. This article describes the programme and an evaluation of its effectiveness. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1080237.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1080237.pdf">Providing Effective Feedback to EFL Student Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed 2013-01-01 Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015IJSEd..37.2987K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015IJSEd..37.2987K">Teachers' Understanding and Operationalisation of `Science Capital'</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> King, Heather; Nomikou, Effrosyni; Archer, Louise; Regan, Elaine 2015-12-01 Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science and understanding of the value of science strongly relates to a student's science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary-school teachers to build students' science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice. The data comprise interviews with the participating teachers (n = 10), observations of classroom practices and analyses of the teachers' accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=leadership+AND+improvement&pg=2&id=EJ1160712','ERIC'); return false;" href="https://eric.ed.gov/?q=leadership+AND+improvement&pg=2&id=EJ1160712">Teacher Leadership Development: An Exploration of Issues Arising from Programmes in Scotland and New Zealand</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Torrance, Deirdre; Notman, Ross; Murphy, Daniel 2016-01-01 There is growing awareness of the contribution teachers can make to school leadership, particularly in relation to improvements in curriculum and pedagogy. Teacher leadership offers the potential to engage teachers in bottom-up approaches to school improvement and liberate the professional creativity of teachers. Despite such positioning, clearer… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ITE&pg=6&id=EJ830011','ERIC'); return false;" href="https://eric.ed.gov/?q=ITE&pg=6&id=EJ830011">Can a Competence or Standards Model Facilitate an Inclusive Approach to Teacher Education?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Moran, Anne 2009-01-01 The paper seeks to determine whether programmes of initial teacher education (ITE) can contribute to the development of beginning teachers' inclusive attitudes, values and practices. The majority of ITE programmes are based on government prescribed competence or standards frameworks, which are underpinned by Codes of Professional Values. It is… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1096525.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1096525.pdf">Primary School Teachers' Views on Constructive Classroom Management</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ari, Ercan; Kizilaslan Tunçer, Berfu; Demir, Mehmet Kaan 2016-01-01 Behavioural teaching programmes that had long been used in Turkey began changing in 2005. In a significant development, new programmes based on constructivism have come to the fore. The adaptation of teachers in this transitional process and their internalization of this new approach have been of utmost importance for the success of the programme.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=top-down+AND+approach&pg=2&id=EJ862854','ERIC'); return false;" href="https://eric.ed.gov/?q=top-down+AND+approach&pg=2&id=EJ862854">Convergence and Divergence: Examining Perceptions of Chinese and Expatriate Project Implementers on Cross-Cultural Teacher Training Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yan, Chunmei 2009-01-01 This article reports on a study of perceptions of Chinese and expatriate personnel on a Sino-British English teacher training programmme on a range of issues with regard to the programme. Semi-structured one-to-one interviews were conducted to gather information from 17 Chinese and three British project participants. It was found that there… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1145179.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1145179.pdf">Examining the Impact of Academic Development in the Engineering Faculties in Chile: Changes in Teaching Philosophy and Teachers' Competencies</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Acosta Peña, Roxana; Tomás-Folch, Marina; Feixas, Mònica 2017-01-01 The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics' professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=time+AND+series+AND+research+AND+design&pg=4&id=EJ1145121','ERIC'); return false;" href="https://eric.ed.gov/?q=time+AND+series+AND+research+AND+design&pg=4&id=EJ1145121">An Evaluation of a Professional Learning Network for Computer Science Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cutts, Quintin; Robertson, Judy; Donaldson, Peter; O'Donnell, Laurie 2017-01-01 This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper's particular focus is on the formation of a teacher professional development network across several hundred teachers… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Hofmann&pg=3&id=EJ1106274','ERIC'); return false;" href="https://eric.ed.gov/?q=Hofmann&pg=3&id=EJ1106274">Pedagogic Change by Zambian Primary School Teachers Participating in the OER4Schools Professional Development Programme for One Year</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hennessy, S.; Haßler, B.; Hofmann, R. 2016-01-01 Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts -- the focus of Education For All -- yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in "quality" are desired and feasible. This paper illustrates how a concrete,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ978809.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ978809.pdf">The Impact of In-Service Technology Training Programmes on Technology Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gumbo, Mishack; Makgato, Moses; Muller, Helene 2012-01-01 The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AIPC.1923c0052T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AIPC.1923c0052T">Development of an ICT in IBSE course for science teachers: A design-based research</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Tran, Trinh-Ba 2018-01-01 Integration of ICT tools for measuring with sensors, analyzing video, and modelling into Inquiry-Based Science Education (IBSE) is a need globally recognized. The challenge to teachers is how to turn manipulation of equipment and software into manipulation of ideas. We have developed a short ICT in IBSE course to prepare and support science teachers to teach inquiry-based activities with ICT tools. Within the framework of design-based research, we first defined the pedagogical principles from the literature, developed core materials for teacher learning, explored boundary conditions of the training in different countries, and elaborated set-ups of the course for the Dutch, Slovak, and Vietnamese contexts. Next, we taught and evaluated three iterative cycles of the Dutch course set-ups for pre-service science teachers from four teacher-education institutes nationwide. In each cycle, data on the teacher learning was collected via observations, questionnaires, interviews, and documents. These data were then analyzed for the questions about faithful implementation and effectiveness of the course. Following the same approach, we taught and evaluated two cycles of the Slovak course set-ups for in-service science teachers in the context of the national accreditation programme for teacher professional development. In addition, we investigated applicability of the final Dutch course set-up in the context of the physics-education master program in Vietnam with adaptations geared to educational and cultural difference. Through the iterations of implementation, evaluation, and revision, eventually the course objectives were achieved to certain extent; the pedagogical principles and core materials proved to be effective and applicable in different contexts. We started this research and design project with the pedagogical principles and concluded it with these principles (i.e. complete theory-practice cycle, depth first, distributed learning, and ownership of learning) as the </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=india&pg=7&id=EJ1119483','ERIC'); return false;" href="https://eric.ed.gov/?q=india&pg=7&id=EJ1119483">Teaching about Teaching: Examining the Pedagogy of Teacher Education in India</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Srinivasan, Rajashree 2016-01-01 Developing a pedagogy of teacher education is an enduring concern for teacher educators. Drawing on data from a small study on teacher educators teaching in a secondary teacher education programme in India, this article examines their pedagogic practices. This is a qualitative study that sought to capture the narrations of 30 teacher educators… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active">15</li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active">16</li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/26908','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/26908">The South Pacific Forestry Development Programme</a> <a target="_blank" href="http://www.fs.usda.gov/treesearch/">Treesearch</a> Tang Hon Tat 1992-01-01 Only a few countries in the South Pacific are large enough for industrial forestry to be a key component of the national economy, but forests provide benefits to many people. The United Nations FA0 South Pacific Forestry Development Programme was established in April 1988, at Port Vila, Vanuatu, with a $385,000 budget, and 14 nations participating. The Programme's... </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=autos&pg=7&id=EJ1030520','ERIC'); return false;" href="https://eric.ed.gov/?q=autos&pg=7&id=EJ1030520">Teacher Educator Identity Development of the Nontraditional Teacher Educator</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Newberry, Melissa 2014-01-01 The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29631146','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29631146">Technology-enhanced teacher development in rural Bangladesh: A critical realist evaluation of the context.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Jamil, Md Golam 2018-08-01 This study arose in response to the complexity of implementing technology-enhanced learning for teacher development in a developing country. Bangladesh is a country with growing technological capacity including mobile phone network coverage, yet it faces vast challenges of utilising these facilities in the education sector. As educational change and technological innovation do not happen in a vacuum, the researcher used a critical realist approach to understand the layers of the rural Bangladesh context where technology-enhanced learning will take place. Findings have been drawn from survey data (n = 207) and a series of six focus group sessions with the same six stakeholders, informing future technology-enhanced teacher development programmes. The implications of the study are to suggest principles for pedagogical change and a methodological approach which attends to context. Copyright © 2018 Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24099226','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24099226">Individual-level outcomes from a national clinical leadership development programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Patton, Declan; Fealy, Gerard; McNamara, Martin; Casey, Mary; Connor, Tom O; Doyle, Louise; Quinlan, Christina 2013-08-01 A national clinical leadership development programme was instituted for Irish nurses and midwives in 2010. Incorporating a development framework and leadership pathway and a range of bespoke interventions for leadership development, including workshops, action-learning sets, mentoring and coaching, the programme was introduced at seven pilot sites in the second half of 2011. The programme pilot was evaluated with reference to structure, process and outcomes elements, including individual-level programme outcomes. Evaluation data were generated through focus groups and group interviews, individual interviews and written submissions. The data provided evidence of nurses' and midwives' clinical leadership development through self and observer-reported behaviours and dispositions including accounts of how the programme participants developed and displayed particular clinical leadership competencies. A key strength of the new programme was that it involved interventions that focussed on specific leadership competencies to be developed within the practice context. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=load+AND+Physics&pg=7&id=ED237717','ERIC'); return false;" href="https://eric.ed.gov/?q=load+AND+Physics&pg=7&id=ED237717">Curriculum Change Part 2a. Programme Development in Colleges. Part 2a: The Work Activities of Teachers on TEC Certificate Programmes.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dodd, S.; And Others A study examined the day-to-day work activities of teachers of Technician Education Council (TEC) certificate programs in Great Britain. During the study, a detailed questionnaire dealing with the tasks performed by TEC teachers, the amount of time spent on TEC teachers on individual activities, and the impact of the TEC programs on teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1102801.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1102801.pdf">Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Adetayo, Janet Oyebola 2016-01-01 The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24172028','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24172028">Teachers' knowledge, attitudes and experience in sexual abuse prevention education in El Salvador.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Hurtado, Alicia; Katz, Craig; Ciro, Dianne; Guttfreund, Daniel 2013-01-01 Research on how to prevent child sexual abuse (CSA) in developing nations is practically non-existent. We sought to determine Salvadoran teachers' knowledge, attitudes, experience and barriers to CSA detection and reporting to assess the need for a CSA prevention programme and to assess barriers in conducting such a programme. One hundred teachers completed a questionnaire while they visited the Tin Marin Children's Museum in San Salvador. Nineteen of these teachers also participated in a focus group. We found that 89% of teachers reported at least two signs and symptoms of child abuse. One hundred per cent of teachers agreed that it is their responsibility to teach students about sexual abuse. Unusual for a study of this kind, parental migration was mentioned as making children vulnerable to CSA, and fear of gang violence and retribution was identified as interfering with teachers' ability to protect children. We conclude that Salvadoran teachers were knowledgeable about CSA detection and reporting and would support a programme in which they are trained to speak to their students about this topic. Barriers to reporting child abuse, such as teachers' safety and fear, need to be addressed in future CSA prevention programmes. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=language+AND+inclusive&pg=7&id=EJ1036149','ERIC'); return false;" href="https://eric.ed.gov/?q=language+AND+inclusive&pg=7&id=EJ1036149">Valuing Student Teachers' Perspectives: Researching Inclusively in Inclusive Education?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Black-Hawkins, Kristine; Amrhein, Bettina 2014-01-01 This paper considers how engaging with the principles of inclusive research can enhance research studies that set out to understand the experiences of student teachers on initial teacher education programmes. It does so by describing the methodological development of an on-going study of student teachers' perspectives on working with diverse… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1098629.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1098629.pdf">Role of Teacher Educational Institutions in Developing Personality of Student Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Prakash, Srinivasan; Xavier S. J., S. Amaladoss 2014-01-01 Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1,080 student teachers of Madurai revenue… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=think+AND+simon&pg=2&id=EJ945466','ERIC'); return false;" href="https://eric.ed.gov/?q=think+AND+simon&pg=2&id=EJ945466">The Impact of In-Service Teacher Education on Language Teachers' Beliefs</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Borg, Simon 2011-01-01 This qualitative longitudinal study examines the impact of an intensive eight-week in-service teacher education programme in the UK on the beliefs of six English language teachers. Drawing on a substantial database of semi-structured interviews, coursework and tutor feedback, the study suggests that the programme had a considerable, if variable,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=European+AND+journal+AND+curriculum+AND+studies&pg=7&id=EJ1152347','ERIC'); return false;" href="https://eric.ed.gov/?q=European+AND+journal+AND+curriculum+AND+studies&pg=7&id=EJ1152347">Teachers' Professional Learning Goals in Relation to Teaching Experience</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Louws, Monika L.; van Veen, Klaas; Meirink, Jacobiene A.; van Driel, Jan H. 2017-01-01 In this study, we explored the relationships between teachers' self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers' professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED556705.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED556705.pdf">Role of Teacher Educational Institutions in Developing Personality of Student Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Prakash, S.; Xavier, S. Amaladoss 2014-01-01 Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1080 student teachers of Madurai revenue district.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=contractor&pg=2&id=EJ1062973','ERIC'); return false;" href="https://eric.ed.gov/?q=contractor&pg=2&id=EJ1062973">Developing Online Doctoral Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chipere, Ngoni 2015-01-01 The objectives of the study were to identify best practices in online doctoral programming and to synthesise these practices into a framework for developing online doctoral programmes. The field of online doctoral studies is nascent and presents challenges for conventional forms of literature review. The literature was therefore reviewed using a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ1021725','ERIC'); return false;" href="https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=2&id=EJ1021725">Students' Ratings of Teacher Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Stevens, T.; Harris, G.; Liu, X.; Aguirre-Munoz, Z. 2013-01-01 In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers' employment of strategies used in the classroom to foster the mathematical habits of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=doctoral+AND+education+AND+quality+AND+education&pg=5&id=EJ1150467','ERIC'); return false;" href="https://eric.ed.gov/?q=doctoral+AND+education+AND+quality+AND+education&pg=5&id=EJ1150467">Teachers Pursuing a Doctoral Degree: Motivations and Perceived Impact</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kowalczuk-Waledziak, Marta; Lopes, Amélia; Menezes, Isabel; Tormenta, Nuna 2017-01-01 Background and purpose: In recent years, there has been a growth in international studies about the impact of different types of professional development programmes for teachers. However, few studies have directly addressed the role of higher research degrees, such as a doctorate, as a strategy for teachers' professional development, and even… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=phase+AND+field+AND+modeling&id=ED524450','ERIC'); return false;" href="https://eric.ed.gov/?q=phase+AND+field+AND+modeling&id=ED524450">Student Teachers' Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Holbert, Romena M. Garrett 2011-01-01 Cooperating teachers play important roles in student teachers' development as educators. The purpose of this study was to develop a measure that enables systematic investigation of the actions and interactions of cooperating teachers during student teaching. Three sets of educational standards lent focus to this work. The measures developed were… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED331153.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED331153.pdf">Teacher Involvement in Curriculum Development.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bowers, Bruce 1991-01-01 Four recent journal articles and one meeting paper on teacher involvement in curriculum development are summarized in this research bulletin. Contents include "Motivating Teacher Involvement in Professional Growth Activities," by Ruth Wright; "Teacher Participation in Curriculum Development: What Status Does It Have?" by Jean Young; "The Locus of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hard+AND+format&pg=3&id=EJ833259','ERIC'); return false;" href="https://eric.ed.gov/?q=hard+AND+format&pg=3&id=EJ833259">Fixing Teacher Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hill, Heather C. 2009-01-01 The professional development "system" for teachers is, by all accounts, broken. Despite evidence that specific programs can improve teacher knowledge and practice and student outcomes, these programs seldom reach real teachers on a large scale. Typically, reformers address such perceptions of failure by discovering and celebrating new formats and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1109178.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1109178.pdf">Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education (NCE) Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Adetayo, Janet Oyebola 2016-01-01 The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=EVALUATION+AND+TEACHING+AND+SCIENCE&pg=4&id=EJ1175089','ERIC'); return false;" href="https://eric.ed.gov/?q=EVALUATION+AND+TEACHING+AND+SCIENCE&pg=4&id=EJ1175089">Science Teacher Education for Sustainable Development: A Case Study of a Residential Field Course in a Norwegian Pre-Service Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jegstad, Kirsti Marie; Gjøtterud, Sigrid Marie; Sinnes, Astrid Tonette 2018-01-01 In this paper, we explore how a Norwegian teacher education institution promotes education for sustainable development (ESD) through a residential field course. The residential field course was located in a mountain area and data were collected through participant observation. The data included--together with instructional artefacts--evaluation… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active">16</li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active">17</li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22881046','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22881046">Instructional development for teachers in higher education: effects on students' perceptions of the teaching-learning environment.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter 2012-09-01 Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and learning environment was investigated. We also explored whether this impact is dependent on class size and student level (first years vs. non-first years). Quantitative data were gathered from more than 1,000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. A basic model made clear that teachers did differ from each other with respect to the dependent variables concerned; however, differences in scale scores also resulted to a large extent from differences between students. A second model, in which the moderating impact by way of teacher characteristics, context, and student characteristics was not taken into account, reported no significant effect of training. A third model, examining the net impact of instructional development revealed some impact, which was, remarkably, negative. A first interaction model proved a differential impact of instructional development for teachers teaching first years and those teaching non-first years. A second one showed that the impact of training depended on the number of students one teaches. Instructional development for teachers in higher education does not easily result in effects on students' perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed. ©2011 The British Psychological Society. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28693394','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28693394">An evaluation of a leadership development coaching and mentoring programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Le Comte, Lyndsay; McClelland, Beverley 2017-07-03 Purpose The purpose of this paper was to determine the value and impact of the Leadership Development - Coaching and Mentoring Programme at Counties Manukau Health and understand how the skills gained are applied. Design/methodology/approach Mixed-methods approach including surveys of programme participants and senior staff and semi-structured interviews with programme participants. Findings The survey response rate was 24.4 per cent for programme participants and 30 per cent for senior staff. Eight programme participants participated in semi-structured interviews. Of the 70 programme participants, 69 utilised their learning from the programme; 45 of 70 changed their approach to managing staff; and 40 of 68 programme participants reported that meeting with peers for triad group coaching was the most challenging aspect of the programme. Key themes identified through interviews included: working with others; not owning others' problems; professional support and development; coaching and mentoring; future participants. Practical implications The majority of participants changed their leadership behaviours as a result of the programme, which has resulted in improved communication, a more supportive culture and distributed leadership. These changes contribute to better patient care. Originality value There is a paucity of evidence in the literature about the impact of coaching and mentoring programme on leadership development and how the skills gained in such programmes are applied in practice in a healthcare context. This evaluation helps to address that gap. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Surveillance&pg=3&id=EJ1075582','ERIC'); return false;" href="https://eric.ed.gov/?q=Surveillance&pg=3&id=EJ1075582">Didactic Approaches to Child-Managed Play: Analyses of Teacher's Interaction Styles in Kindergartens and After-School Programmes in Norway</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Løndal, Knut; Greve, Anne 2015-01-01 This article explores the nature of teachers' involvement in child-managed play. We approached this didactic issue through analysis of interactional situations in a kindergarten and an after-school programme and by drawing on relational theory and the concept of "pedagogical tact". Qualitative material was gathered from observations and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26965476','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26965476">A randomized-control trial for the teachers' diploma programme on psychosocial care, support and protection in Zambian government primary schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Kaljee, Linda; Zhang, Liying; Langhaug, Lisa; Munjile, Kelvin; Tembo, Stephen; Menon, Anitha; Stanton, Bonita; Li, Xiaoming; Malungo, Jacob 2017-04-01 Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers' Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013-2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers' psychosocial skills and knowledge. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=FRANCHISE&pg=5&id=EJ861645','ERIC'); return false;" href="https://eric.ed.gov/?q=FRANCHISE&pg=5&id=EJ861645">Developing Teacher Expertise at Work: In-Service Trainee Teachers in Colleges of Further Education in England</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lucas, Norman; Unwin, Lorna 2009-01-01 This paper presents findings from a study of the experiences of in-service trainee teachers in colleges of further education in England on programmes run under the auspices of and through franchise arrangements with universities. It argues that there is a significant gap between the rhetoric of gaining teaching qualifications through a work-based… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Biodiversity&pg=2&id=EJ1001368','ERIC'); return false;" href="https://eric.ed.gov/?q=Biodiversity&pg=2&id=EJ1001368">Biodiversity and Education for Sustainable Development in Teacher Education Programmes of Four Jamaican Educational Institutions</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Collins-Figueroa, Marceline 2012-01-01 This article presents an account of biodiversity education in a national teacher education project in Jamaica. Four case studies are examined here. Document analyses and interviews of educators and student teachers are used to explore how biodiversity was addressed in teacher education curricula, the processes and outcomes of learning in education… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=documentary&pg=6&id=EJ1161748','ERIC'); return false;" href="https://eric.ed.gov/?q=documentary&pg=6&id=EJ1161748">Supporting Students' Assignment Writing: What Lecturers Do in a Master of Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Li, Yongyan; Hu, Guangwei 2018-01-01 Teachers' instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010cosp...38.3892D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010cosp...38.3892D">The Galileo Teacher Training Programme</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Doran, Rosa The Galileo Teacher Training Program is a global effort to empower teachers all over the world to embark on a new trend in science teaching, using new technologies and real research meth-ods to teach curriculum content. The GTTP goal is to create a worldwide network of "Galileo Ambassadors", promoters of GTTP training session, and a legion of "Galileo Teachers", edu-cators engaged on the use of innovative resources and sharing experiences and supporting its pears worldwide. Through workshops, online training tools and resources, the products and techniques promoted by this program can be adapted to reach locations with few resources of their own, as well as network-connected areas that can take advantage of access to robotic, optical and radio telescopes, webcams, astronomy exercises, cross-disciplinary resources, image processing and digital universes (web and desktop planetariums). Promoters of GTTP are expert astronomy educators connected to Universities or EPO institutions that facilitate the consolidation of an active support to newcomers and act as a 24 hour helpdesk to teachers all over the world. GTTP will also engage in the creation of a repository of astronomy education resources and science research projects, ViRoS (Virtual Repository of resources and Science Projects), in order to simplify the task of educators willing to enrich classroom activities. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=satisfaction&pg=6&id=EJ1178674','ERIC'); return false;" href="https://eric.ed.gov/?q=satisfaction&pg=6&id=EJ1178674">How Learning Conditions and Program Structure Predict Burnout and Satisfaction in Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Zimmermann, Friederike; Rösler, Lena; Möller, Jens; Köller, Olaf 2018-01-01 To support prospective teachers' professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1149011.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1149011.pdf">Novice Teachers' Experiences of Induction in Selected Primary Schools in Namibia</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dishena, Robert; Mokoena, Sello 2016-01-01 Problem Statement: Many schools use induction programmes with the aim of contributing to novice teachers' well-being and professional development. However, the content of induction programmes varies across schools and countries. Given that existing studies do not conclusively establish the programme components with the greatest potential to affect… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=jobs+AND+orientation&pg=5&id=EJ949139','ERIC'); return false;" href="https://eric.ed.gov/?q=jobs+AND+orientation&pg=5&id=EJ949139">Beginning Teachers' Job Satisfaction: The Impact of School-Based Factors</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lam, Bick-har; Yan, Hoi-fai 2011-01-01 Using a longitudinal design, the job satisfaction and career development of beginning teachers are explored in the present study. Beginning teachers were initially interviewed after graduation from the teacher training programme and then after gaining a two-year teaching experience. The results are presented in a fourfold typology in which the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23503569','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23503569">Pilot evaluation of an adolescent risk and injury prevention programme incorporating curriculum and school connectedness components.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Chapman, R L; Buckley, L; Sheehan, M; Shochet, I M 2013-08-01 School connectedness is an important protective factor for adolescent risk-taking behaviour. This study examined a pilot version of the Skills for Preventing Injury in Youth (SPIY) programme, combining teacher professional development (PD) for increasing school connectedness (connectedness component) with a risk and injury prevention curriculum for early adolescents (curriculum component). A process evaluation was conducted on the connectedness component, involving assessments of programme reach, participant receptiveness and initial use, and a preliminary impact evaluation was conducted on the combined connectedness and curriculum programme. The connectedness component was well received by teacher participants, who saw benefits for both themselves and their students. Classroom observation also showed that teachers who received PD made use of the programme strategies. Grade 8 students who participated in the SPIY programme were less likely to report violent behaviour at 6-month follow-up than were control students, and trends also suggested reduced transport injuries. The results of this research support the use of the combined SPIY connectedness and curriculum components in a large-scale effectiveness trial to assess the impact of the programme on students' connectedness, risk-taking and associated injuries. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=primary+AND+data+AND+collection&id=EJ1029159','ERIC'); return false;" href="https://eric.ed.gov/?q=primary+AND+data+AND+collection&id=EJ1029159">First-Hand Participation: Illuminating Teachers' Self-Perceptions of Physical Activity Delivery</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Till, Jude; Ferkins, Lesley 2014-01-01 The study examines school-based physical activity in investigating teachers' perceptions of a physical activity-related professional development (PD) intervention in New Zealand primary schools. Eighteen semi-structured interviews with six teachers from two schools was the primary data collection method. Using a selected programme, teachers'… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Fiji&pg=5&id=EJ649841','ERIC'); return false;" href="https://eric.ed.gov/?q=Fiji&pg=5&id=EJ649841">Some Learning Outcomes from a Science Programme for Pre-service Primary Teachers Undertaken in the Context of a Developing Country.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Taylor, Neil; Lucas, Keith B. 2001-01-01 Studied the learning outcomes of a science teaching program for preservice teachers in Fiji using quantitative and qualitative techniques. Results for 24 teachers show that students involved in the constructivist pedagogy generally developed a deeper conceptual understanding of the topic, and in some cases these learning outcomes could be linked… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teacher+AND+satisfaction+AND+work&pg=2&id=EJ904392','ERIC'); return false;" href="https://eric.ed.gov/?q=teacher+AND+satisfaction+AND+work&pg=2&id=EJ904392">Classroom-Level Teacher Professional Development and Satisfaction: Teachers Learn in the Context of Classroom-Level Curriculum Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Shawer, Saad 2010-01-01 This qualitative study examined the impact of classroom-level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English-as-a-foreign-language college teachers and students, data analysis showed that CTPD significantly improved student-teacher subject,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=string+AND+theory&pg=4&id=EJ984810','ERIC'); return false;" href="https://eric.ed.gov/?q=string+AND+theory&pg=4&id=EJ984810">Teachers' Professional Development: A Theoretical Review</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Postholm, May Britt 2012-01-01 Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers' learning: how they learn to learn and how they apply their knowledge in practice to support pupils' learning. The research… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=misbehaving&id=EJ1091649','ERIC'); return false;" href="https://eric.ed.gov/?q=misbehaving&id=EJ1091649">Reasons for Aggressive Classroom Management and Directions for Change through Teachers' Professional Development Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Romi, Shlomo; Salkovsky, Merav; Lewis, Ramon 2016-01-01 This investigation was designed to determine whether there are significant relationships between the reasons teachers provide for aggressive classroom management techniques and the type of professional education created to help them reduce their reliance on such techniques. The study reports data from a survey of 192 Australian teachers showing… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=programme+AND+development&pg=5&id=EJ954642','ERIC'); return false;" href="https://eric.ed.gov/?q=programme+AND+development&pg=5&id=EJ954642">Developing Multi-Agency Teams: Implications of a National Programme Evaluation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Simkins, Tim; Garrick, Ros 2012-01-01 This paper explores the factors which influence the effectiveness of formal development programmes targeted at multi-agency teams in children's services. It draws on two studies of the National College for School Leadership's Multi-Agency Teams Development programme, reporting key characteristics of the programme, short-term outcomes in terms of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1136207.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1136207.pdf">Developing the Language of Thinking within a Classroom Community of Inquiry: Pre-Service Teachers' Experiences</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Green, Lena; Condy, Janet; Chigona, Agnes 2012-01-01 We argue that the "community of inquiry" approach, using reading materials modelled on Lipman's Philosophy for Children programme, is a theoretically justified and teacher-friendly means of promoting effective thinking skills. The stimulus materials, used by the pre-service teachers, consist of short stories of classroom life designed to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=International+AND+Journal+AND+Strategic+AND+Communication&pg=5&id=EJ789217','ERIC'); return false;" href="https://eric.ed.gov/?q=International+AND+Journal+AND+Strategic+AND+Communication&pg=5&id=EJ789217">Stakeholder Perspectives: CLIL Programme Management in Estonia</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mehisto, Peeter; Asser, Hiie 2007-01-01 In 2000, Estonia launched a voluntary Estonian language CLIL programme for seven year-olds in four Russian-medium schools. The programme has expanded rapidly to a total of 48 kindergartens and schools. This paper reports on research into stakeholder perspectives on programme management. In addition to surveying parents, teachers, vice-principals… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active">17</li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active">18</li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=pakistan&pg=3&id=EJ1091067','ERIC'); return false;" href="https://eric.ed.gov/?q=pakistan&pg=3&id=EJ1091067">The Effects of Cluster-Based Mentoring Programme on Classroom Teaching Practices: Lessons from Pakistan</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rizvi, Meher; Nagy, Philip 2016-01-01 This paper presents and evaluates a teacher training approach called the cluster-based mentoring programme (CBMP) for the professional development of government primary school teachers in Pakistan. The study sought to find differences in the teaching practices between districts where the CBMP was used (intervention) and control districts where it… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=changing+AND+existing+AND+beliefs&pg=2&id=EJ864924','ERIC'); return false;" href="https://eric.ed.gov/?q=changing+AND+existing+AND+beliefs&pg=2&id=EJ864924">Exploring Tensions in Developing Assessment for Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Webb, Mary; Jones, Jane 2009-01-01 This paper is based on a study of classroom practice of primary school teachers who were engaged in a programme of professional development to implement formative assessment in their classrooms. The programme sought to develop the skills and expertise of teachers to enable formative assessment to be used to support and improve the learning of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10361758','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10361758">Nutrition advocacy and national development: the PROFILES programme and its application.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Burkhalter, B R; Abel, E; Aguayo, V; Diene, S M; Parlato, M B; Ross, J S 1999-01-01 Investment in nutritional programmes can contribute to economic growth and is cost-effective in improving child survival and development. In order to communicate this to decision-makers, the PROFILES nutrition advocacy and policy development programme was applied in certain developing countries. Effective advocacy is necessary to generate financial and political support for scaling up from small pilot projects and maintaining successful national programmes. The programme uses scientific knowledge to estimate development indicators such as mortality, morbidity, fertility, school performance and labour productivity from the size and nutritional condition of populations. Changes in nutritional condition are estimated from the costs, coverage and effectiveness of proposed programmes. In Bangladesh this approach helped to gain approval and funding for a major nutrition programme. PROFILES helped to promote the nutrition component of an early childhood development programme in the Philippines, and to make nutrition a top priority in Ghana's new national child survival strategy. The application of PROFILES in these and other countries has been supported by the United States Agency for International Development, the United Nations Children's Fund, the World Bank, the Asian Development Bank, the Micronutrient Initiative and other bodies. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2557659','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2557659">Nutrition advocacy and national development: the PROFILES programme and its application.</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Burkhalter, B. R.; Abel, E.; Aguayo, V.; Diene, S. M.; Parlato, M. B.; Ross, J. S. 1999-01-01 Investment in nutritional programmes can contribute to economic growth and is cost-effective in improving child survival and development. In order to communicate this to decision-makers, the PROFILES nutrition advocacy and policy development programme was applied in certain developing countries. Effective advocacy is necessary to generate financial and political support for scaling up from small pilot projects and maintaining successful national programmes. The programme uses scientific knowledge to estimate development indicators such as mortality, morbidity, fertility, school performance and labour productivity from the size and nutritional condition of populations. Changes in nutritional condition are estimated from the costs, coverage and effectiveness of proposed programmes. In Bangladesh this approach helped to gain approval and funding for a major nutrition programme. PROFILES helped to promote the nutrition component of an early childhood development programme in the Philippines, and to make nutrition a top priority in Ghana's new national child survival strategy. The application of PROFILES in these and other countries has been supported by the United States Agency for International Development, the United Nations Children's Fund, the World Bank, the Asian Development Bank, the Micronutrient Initiative and other bodies. PMID:10361758 </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1118090.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1118090.pdf">Teacher Educators' Views on Inclusive Education and Teacher Preparation in Ghana</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi 2016-01-01 The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=interpersonal+AND+training&pg=5&id=EJ1082584','ERIC'); return false;" href="https://eric.ed.gov/?q=interpersonal+AND+training&pg=5&id=EJ1082584">Developing Empathetic Skills among Teachers and Learners in High Schools in Tshwane: An Inter-Generational Approach Involving People with Dementia</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Alant, Erna; Geyer, Stephan; Verde, Michael 2015-01-01 This article describes the implementation and outcomes of an experiential learning approach to facilitate the development of empathetic skills among teachers and learners at two high schools in Tshwane, South Africa. An inter-generational training programme, the Memory Bridge Initiative (MBI), aimed at exposing participants to interactions with… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=entrepreneurship+AND+ireland&pg=2&id=EJ809192','ERIC'); return false;" href="https://eric.ed.gov/?q=entrepreneurship+AND+ireland&pg=2&id=EJ809192">Alternative Placements in Initial Teacher Education: An Evaluation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Purdy, Noel; Gibson, Ken 2008-01-01 The paper evaluates a programme of short alternative placements for final-year B.Ed. students in Northern Ireland, which aims to broaden student teachers' experience and develop their transferable skills. The alternative placement programme is set first in an international context of evolving pre-service field placements and then set in a local… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27319283','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27319283">Risks in teaching manipulation techniques in master programmes.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Pool, Jan; Cagnie, Barbara; Pool-Goudzwaard, Annelies 2016-09-01 High Velocity Techniques (HVT) in the (high) cervical spine are part of the standard curricula of manual therapy educational programmes. Little is known about the risk or the presence of adverse events during skills training sessions. This article describes two cases of students with both being at risk for an adverse event; one with a congenital artery aberration and one with cancer in the high cervical region. Teachers and educational programme developers should take risk management into account when teaching HVT. Copyright © 2016 Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=poor+AND+performances&pg=7&id=EJ895228','ERIC'); return false;" href="https://eric.ed.gov/?q=poor+AND+performances&pg=7&id=EJ895228">Teacher Development Program: A Vehicle for Assisting Pre-Service Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wood, Frances B. 2010-01-01 In 1990 the Teacher Development Program was created by the Office of Professional Field Experiences at Southeastern Louisiana University to better the quality and improve the success rate of teacher candidates and student teachers. The fundamental principle behind the program was to provide assistance for pre-service teachers who need immediate… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=salary&pg=2&id=EJ988701','ERIC'); return false;" href="https://eric.ed.gov/?q=salary&pg=2&id=EJ988701">Teacher Salary and National Achievement: A Cross-National Analysis of 30 Countries</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Akiba, Motoko; Chiu, Yu-Lun; Shimizu, Kazuhiko; Liang, Guodong 2012-01-01 Using national teacher salary data from the Organisation for Economic Co-operation and Development (OECD) and student achievement data from the Programme for International Student Assessment (PISA), this study compared secondary school teacher salary in 30 countries and examined the relationship between average teacher salary and national… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016EJEE...41..123A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016EJEE...41..123A">Teacher's experiences in PBL: implications for practice</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S. 2016-03-01 Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22762876','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22762876">Conceptualising GP teachers' knowledge: a pedagogical content knowledge perspective.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Cantillon, Peter; de Grave, Willem 2012-05-01 Most teacher development initiatives focus on enhancing knowledge of teaching (pedagogy), whilst largely ignoring other important features of teacher knowledge such as subject matter knowledge and awareness of the learning context. Furthermore, teachers' ability to learn from faculty development interventions is limited by their existing (often implicit) pedagogical knowledge and beliefs. Pedagogical content knowledge (PCK) represents a model of teacher knowledge incorporating what they know about subject matter, pedagogy and context. PCK can be used to explore teachers' prior knowledge and to structure faculty development programmes so that they take account of a broader range of teachers' knowledge. We set out to examine the application of a PCK model in a general practice education setting. This study is part of a larger study that employed a mixed method approach (concept mapping, phenomenological interviews and video-stimulated recall) to explore features of GP teachers' subject matter knowledge, pedagogical knowledge and knowledge of the learning environment in the context of a general practice tutorial. This paper presents data on GP teachers' pedagogical and context knowledge. There was considerable overlap between different GP teachers' knowledge and beliefs about learners and the clinical learning environment (i.e. knowledge of context). The teachers' beliefs about learners were largely based on assumptions derived from their own student experiences. There were stark differences, however, between teachers in terms of pedagogical knowledge, particularly in terms of their teaching orientations (i.e. transmission or facilitation orientation) and this was manifest in their teaching behaviours. PCK represents a useful model for conceptualising clinical teacher prior knowledge in three domains, namely subject matter, learning context and pedagogy. It can and should be used as a simple guiding framework by faculty developers to inform the design and delivery of </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=history+AND+Science&pg=5&id=EJ1032514','ERIC'); return false;" href="https://eric.ed.gov/?q=history+AND+Science&pg=5&id=EJ1032514">Developing Confidence in Practical Science Activities in Novice Teachers: Policy, Practice and the Implementation Gap</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Youens, Bernadette; Gordon, Jules; Newton, Len 2014-01-01 Practical work has a long history in science education in the UK. This article explores how the influences of curriculum and assessment policy have shaped practical work over recent years. We argue that, together with changes in teacher training programmes, these influences have weakened science teachers' capacity to meet the challenge of calls… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFMED23A0734H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFMED23A0734H">Climate Literacy: Supporting Teacher Professional Development</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J. 2012-12-01 Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED509193.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509193.pdf">A Review of Extra-Syllabus Programmes of Government College of Teacher Education, Trivandrum on the Eve of Its Centenary</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Praveen, C. 2010-01-01 Most teacher education institutions in India have charted out programmes well in tune with the syllabus prescribed by the University to which they are affiliated. But some institutions have tended to tread a different path. These are institutions which are over fifty years old and have set a tradition of its own. A closer study of older teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26961425','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26961425">[Effects of a 'theory of mind' cognitive development pilot programme in three children with autism: emotional component].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Villanueva-Bonilla, Cristian; Bonilla-Santos, Jasmín; Arana-Guzmán, Fernanda; Ninco-Cuenca, Ingrid; Quintero-Lozano, Andrea 2016-03-16 Theory of mind is defined as the capacity to predict, understand and act when faced with other people's behaviour, their knowledge, their intentions, their emotions and their beliefs. It is proposed as a feasible alternative for establishing a programme adapted to the characteristics of children diagnosed with autism spectrum disorder. The effect of a 'theory of mind' cognitive development pilot programme on the emotional skills of three children with autism spectrum disorder is reported. Case 1: 9-year-old boy, with scarce emotional identification and expression, as well as difficulties to hold fluent and coherent conversations. Case 2: 10-year-old boy, with mechanical, not very fluent language, and difficulties to start and maintain a conversation. Case 3: 8-year-old girl who presents deficits in the non-verbal communicative behaviours used in social interaction and difficulties to adapt to situations other than everyday ones. In the three cases there is an improvement in the emotional capacities following implementation of the programme; moreover, their parents, teachers or therapists perceived positive changes in the children's adaptive skills. The methodological and structural aspects of the cognitive development programme were well-suited to the children with autism who took part in the research study. Due to the preliminary nature of this study, it is suggested that future research should utilise a larger sample and a double-blind design with randomised case-controls that allow the findings to be generalised. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=post+AND+test+AND+example&pg=6&id=EJ1025978','ERIC'); return false;" href="https://eric.ed.gov/?q=post+AND+test+AND+example&pg=6&id=EJ1025978">Elementary Classroom Teachers and Physical Education: Change in Teacher-Related Factors during Pre-Service Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fletcher, Tim; Mandigo, James; Kosnik, Clare 2013-01-01 Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose:… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=autonomy+AND+society&pg=6&id=EJ1169089','ERIC'); return false;" href="https://eric.ed.gov/?q=autonomy+AND+society&pg=6&id=EJ1169089">Fostering Critical Teacher Agency: The Impact of a Science Capital Pedagogical Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> King, Heather; Nomikou, Effrosyni 2018-01-01 Teacher agency is considered key in shaping teachers' professional identities and decision-making capabilities. We suggest that the concept of agency also constitutes a useful tool for evaluating the successful implementation of new teaching approaches. In this paper we discuss findings from a teacher professional development programme aimed at… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=CLT&pg=6&id=EJ793645','ERIC'); return false;" href="https://eric.ed.gov/?q=CLT&pg=6&id=EJ793645">Recognising and Developing Urban Teachers: Chartered London Teacher Status</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bubb, Sara; Porritt, Vivienne 2008-01-01 Chartered London Teacher (CLT) status is a unique scheme designed by London Challenge to recognise and reward teachers' achievements and provide a framework for professional development. As well as having the prestige of being a Chartered London Teacher for life, educators receive a one-time payment of 1,000 British pounds from the school budget… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mena&pg=6&id=EJ912293','ERIC'); return false;" href="https://eric.ed.gov/?q=mena&pg=6&id=EJ912293">Promoting Teacher Reflection: What Is Said to Be Done</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Marcos, Juanjo Mena; Sanchez, Emilio; Tillema, Harm H. 2011-01-01 The present article's aim is to evaluate studies that promote teacher reflection. Through programmes of professional development, teachers are being encouraged to improve their reflective practice. This paper explores the grounding of what is advocated as reflective teaching and looks at possible differences between what is evidenced in research… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active">18</li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active">19</li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=credit+AND+endorsement&pg=3&id=ED242705','ERIC'); return false;" href="https://eric.ed.gov/?q=credit+AND+endorsement&pg=3&id=ED242705">Developing a Cadre of Cooperating Teachers.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Romano, Anthony W.; And Others A University of Oklahoma program for the development of cooperating teachers is designed to screen, prepare, and select classroom teachers, who receive a university adjunct instructor appointment as cooperating teachers, to serve student teachers in the elementary school program. The initial screening to identify classroom teachers who are… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ982413.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ982413.pdf">Development of Teaching Beliefs and the Focus of Change in the Process of Pre-Service ESL Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tang, Eunice Lai-Yiu; Lee, John Chi-Kin; Chun, Cecilia Ka-Wai 2012-01-01 This study sets out to investigate how pre-service ESL teachers shape their beliefs in the process of experimenting with new teaching methods introduced in the teacher education programme. A 4-year longitudinal study was conducted with four randomly selected ESL pre-service teachers. Their theoretical orientations of ESL instruction were tracked… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17407930','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17407930">Teacher labor markets in developing countries.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Vegas, Emiliana 2007-01-01 Emiliana Vegas surveys strategies used by the world's developing countries to fill their classrooms with qualified teachers. With their low quality of education and wide gaps in student outcomes, schools in developing countries strongly resemble hard-to-staff urban U.S. schools. Their experience with reform may thus provide insights for U.S. policymakers. Severe budget constraints and a lack of teacher training capacity have pushed developing nations to try a wide variety of reforms, including using part-time or assistant teachers, experimenting with pay incentives, and using school-based management. The strategy of hiring teachers with less than full credentials has had mixed results. One successful program in India hired young women who lacked teaching certificates to teach basic literacy and numeracy skills to children whose skills were seriously lagging. After two years, student learning increased, with the highest gains among the least able students. As in the United States, says Vegas, teaching quality and student achievement in the developing world are sensitive to teacher compensation. As average teacher salaries in Chile more than doubled over the past decade, higher-quality students entered teacher education programs. And when Brazil increased educational funding and distributed resources more equitably, school enrollment increased and the gap in student test scores narrowed. Experiments with performance-based pay have had mixed results. In Bolivia a bonus for teaching in rural areas failed to produce higher-quality teachers. And in Mexico a system to reward teachers for improved student outcomes failed to change teacher performance. But Vegas explains that the design of teacher incentives is critical. Effective incentive schemes must be tightly coupled with desired behaviors and generous enough to give teachers a reason to make the extra effort. School-based management reforms give decisionmaking authority to the schools. Such reforms in Central America </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27213993','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27213993">An evaluation of factors which can affect the implementation of a health promotion programme under the Schools for Health in Europe framework.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Bennett, Annemarie E; Cunningham, Cara; Johnston Molloy, Charlotte 2016-08-01 The Health Promoting Schools concept helps schools to promote health in a sustainable and long-term fashion. However, developing the capacity to promote health in this way can be challenging when a busy teaching curriculum must be fulfilled. This study aimed to identify factors which affect the acceptability of health promotion programmes to the everyday school environment. Semi-structured qualitative interviews were audio-taped with primary school teachers in one Irish county and transcribed verbatim. The resulting transcripts were analysed using content analysis. Thirty-one teachers were interviewed. The factors which may adversely affect the acceptability of health promotion programmes include the: attitude of teachers towards an additional extra-curricular workload; lack of confidence amongst teachers to lead health promotion; and different organisational cultures between schools. When health promotion programmes under the Health Promoting Schools concept are being implemented, it's important to consider: the readiness for change amongst teachers; the resources available to increase staff capacity to promote health; and the ability of a programme to adapt to the different organisational cultures between schools. Copyright © 2016 Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21134145','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21134145">Web-based faculty development: e-learning for clinical teachers in the London Deanery.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> McKimm, Judy; Swanwick, Tim 2010-03-01 the London Deanery has provided a web-based resource for supporting the educational development needs of clinical teachers since 2002. This forms part of a range of resources supporting the professional development of clinical teachers and postgraduate supervisors. Following a review in 2007, the deanery commissioned a series of new e-learning modules designed as an introduction to clinical teaching. the deanery's faculty development initiatives are one response to requirements of the Postgraduate Medical Education and Training Board (PMETB), other policy drivers, workforce demands and service changes. Increasingly, doctors are required to provide an educational portfolio of evidence, and satisfy the teaching and training component of Good Medical Practice in revalidation or recertification. 'E-learning for clinical teachers' comprises 16 short, open-access, free-standing modules. The modules are built around a unifying structure, and cover core topics in clinical teaching: feedback; supervision; workplace-based learning; assessment; diversity and equal opportunities; career development; appraisal; lecturing; small group teaching; interprofessional education; and setting learning objectives. The modules can be used as a complementary resource to award-bearing programmes. On completion of a module, a certificate can be printed out for the teacher's portfolio. reflective practice and engagement with an individual's teaching practice is encouraged through self-assessment and a reflective log. The open-access, web-based format enables engagement with the material to suit a doctor's working and learning patterns, and is a valuable adjunct to other forms of learning. The site has been accessed by over 64000 health professionals (including students, trainees, qualified professionals, supervisors and staff developers) from 155 countries. Blackwell Publishing Ltd 2010. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+inclusive&pg=7&id=EJ1100080','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+inclusive&pg=7&id=EJ1100080">An Exploration of Student Teachers' Perspectives at the Start of a Post-Graduate Master's Programme on Inclusive and Special Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kamenopoulou, Leda; Buli-Holmberg, Jorun; Siska, Jan 2016-01-01 In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Role+AND+digital+AND+media+AND+teacher+AND+training&id=EJ934124','ERIC'); return false;" href="https://eric.ed.gov/?q=Role+AND+digital+AND+media+AND+teacher+AND+training&id=EJ934124">Rethinking the Use of Video in Teacher Education: A Holistic Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Masats, Dolors; Dooly, Melinda 2011-01-01 Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. The need for an integrative model that meets diverse learning objectives and competences led to a study on how to effectively use videos to guide student-teachers towards professional development. The analysis of case studies… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Gill&pg=5&id=EJ864869','ERIC'); return false;" href="https://eric.ed.gov/?q=Gill&pg=5&id=EJ864869">Strengthening the Special Educational Needs Element of Initial Teacher Training and Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Golder, Gill; Jones, Nicky; Quinn, Erica Eaton 2009-01-01 In the academic year 2006-2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=abbott&pg=6&id=EJ764256','ERIC'); return false;" href="https://eric.ed.gov/?q=abbott&pg=6&id=EJ764256">Embracing Inclusive Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Moran, Anne 2007-01-01 This paper examines the extent to which initial teacher education (ITE) programmes contribute to the development of inclusive attitudes, values and practices. Inclusive education is the entitlement of all children and young people to quality education, irrespective of their differences or dispositions. It is about embracing educational values of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26334093','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26334093">Student teacher training: participant motivation.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Burgess, Annette; van Diggele, Christie; Mellis, Craig 2016-08-01 Teaching, assessment and feedback skills are documented globally as required graduate attributes for medical students. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. In this study, we used self-determination theory (SDT) to consider medical students' motivation to voluntarily participate in a short teacher training programme. Thirty-eight senior medical students were invited to attend a teacher training programme at a major tertiary teaching hospital. Participating students were asked to respond to one question: 'Why did you volunteer to take part in the teacher training course?' Self-determination theory was used as a conceptual framework to identify and code recurrent themes in the data. In total, 23/38 (61%) of invited students chose to participate in the programme, and 21/23 (91%) of the students responded to the survey. Students' motivation to participate in the teacher training programme were related to: (1) autonomy - their enjoyment of their current voluntary involvement in teaching; (2) competence - a recognition of the need for formal training and certification in teaching, and as an essential part of their future career in medicine; (3) relatedness - the joint recognition of the importance of quality in teaching, as emphasised by their own learning experiences in the medical programme. Students reported being motivated to take part in teacher training because of their enjoyment of teaching, their desire to increase the quality of teaching within medical education, their desire for formal recognition of teaching as a learned skill, plus their recognition of teaching as a requirement within the medical profession. By integrating teacher training into curricula, the importance of teaching and educational scholarship is highlighted. © 2015 John Wiley & Sons Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26182823','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26182823">Effect of Structured Teaching Programme on Knowledge of School Teachers regarding First Aid Management in Selected Schools of Bangalore.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> De, Piyali 2014-01-01 Safe childhood is the foundation of a good future. Children face different kinds of accidents at school premises while playing. Prevention of these accidents and their management is essential. A study was therefore conducted among school teachers at Anekal Taluk, Bangalore to make them aware about different accidents of children at school premises and their first aid management. The sample consisted of 30 primary and higher primary school teachers selected by convenience sampling technique. The analysis showed that improvement of knowledge occurred after administering structured teaching programme (STP) on first aid management. Nursing professionals can benefit from the study result at the area of community, administration, research and education. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=adhesion&id=EJ1021315','ERIC'); return false;" href="https://eric.ed.gov/?q=adhesion&id=EJ1021315">Impact of a School Consulting Programme Aimed at Helping Teachers Integrate Students with Behavioural Difficulties into Secondary School: Actors' Points of View</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Massé, Line; Couture, Caroline; Levesque, Vanessa; Bégin, Jean-Yves 2013-01-01 A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Sustainability+AND+history&pg=5&id=EJ764466','ERIC'); return false;" href="https://eric.ed.gov/?q=Sustainability+AND+history&pg=5&id=EJ764466">International Network of Teacher Education Institutions: Past, Present and Future</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McKeown, Rosalyn; Hopkins, Charles 2007-01-01 This paper examines the history, activities and future interests of the UNITWIN/UNESCO Chair on Reorienting Teacher Education to Address Sustainability and the associated International Network (IN) of Teacher Education Institutions. In 1998, the United Nations Commission on Sustainable Development work programme on education for sustainable… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=czech+AND+republic&pg=4&id=EJ1129611','ERIC'); return false;" href="https://eric.ed.gov/?q=czech+AND+republic&pg=4&id=EJ1129611">Transforming Teacher Behaviour to Increase Student Participation in Classroom Discourse</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sedova, Klara 2017-01-01 This article draws on data from an action research project carried out in a lower secondary school environment in the Czech Republic. The project involved the implementation of a teacher professional development programme aimed at transforming teacher-student communication and reinforcing opportunities for student participation in classroom… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1124401.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1124401.pdf">Developing a Teacher Characteristics Scale</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yaratan, Hüseyin; Muezzin, Emre 2016-01-01 It is a known fact that every profession needs to be developed during its practice. To be able to acquire this we need to know the characteristics of teachers related to their professional development. For this purpose this study tries to develop a scale to measure teacher characteristics which would help in designing in-service training programs… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016IJSEd..38.2500B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016IJSEd..38.2500B">Developing biology teachers' pedagogical content knowledge through learning study: the case of teaching human evolution</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Bravo, Paulina; Cofré, Hernán 2016-11-01 This work explores how pedagogical content knowledge (PCK) on evolution was modified by two biology teachers who participated in a professional development programme (PDP) that included a subsequent follow-up in the classroom. The PDP spanned a semester and included activities such as content updates, collaborative lesson planning, and the presentation of planned lessons. In the follow-up part, the lessons were videotaped and analysed, identifying strategies, activities, and conditions based on student learning about the theory of evolution. Data were collected in the first round with an interview before the training process, identifying these teachers' initial content representation (CoRe) for evolution. Then, a group interview was conducted after the lessons, and, finally, an interview of stimulated recall with each teacher was conducted regarding the subject taught to allow teachers to reflect on their practice (final CoRe). This information was analysed by the teachers and the researchers, reflecting on the components of the PCK, possible changes, and the rationale behind their actions. The results show that teachers changed their beliefs and knowledge about the best methods and strategies to teach evolution, and about students' learning obstacles and misconceptions on evolution. They realised how a review of their own practices promotes this transformation. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ814442.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ814442.pdf">"New Skills and Abilities to Enable Me to Support My Pupils in a Forward Thinking Positive Way:" A Self-Discovery Programme for Teachers in Mainstream School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Powell, Lesley; Cheshire, Anna 2008-01-01 The purpose of this study is to adapt, deliver, and pilot test the Self-discovery Programme (SDP) for teachers in mainstream school. The study used a pre-test post-test design. Quantitative data were collected by self-administered questionnaires given to teachers at two points in time: baseline (immediately pre-SDP) and immediately post-SDP.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=PROFILE+AND+OF+AND+THE+AND+HIGHER+AND+EDUCATION+AND+TEACHER&id=EJ1170188','ERIC'); return false;" href="https://eric.ed.gov/?q=PROFILE+AND+OF+AND+THE+AND+HIGHER+AND+EDUCATION+AND+TEACHER&id=EJ1170188">Diversity and Complexity: Becoming a Teacher in England in 2015-2016</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Whiting, Caroline; Whitty, Geoff; Menter, Ian; Black, Pat; Hordern, Jim; Parfitt, Anne; Reynolds, Kate; Sorensen, Nick 2018-01-01 This paper is based on a profile of Initial Teacher Training (ITT) provision in England, which was developed as part of a wider research programme on Diversity in Teacher Education (DiTE) based at Bath Spa University. It provides a new topography of routes to qualified teacher status (QTS) in England for the academic year 2015-2016, along similar… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24461906','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24461906">Developing compassion through a relationship centred appreciative leadership programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Dewar, Belinda; Cook, Fiona 2014-09-01 Recent attention in health care focuses on how to develop effective leaders for the future. Effective leadership is embodied in relationships and should be developed in and with staff and patients. This paper describes development, implementation and evaluation of an appreciative and relationship centred leadership programme carried out with 86 nursing staff covering 24 in-patient areas within one acute NHS Board in Scotland. The aim of the programme was to support staff to work together to develop a culture of inquiry that would enhance delivery of compassionate care. The 12 month Leadership Programme used the principles of appreciative relationship centred leadership. Within this framework participants were supported to explore relationships with self, patients and families, and with teams and the wider organisation using caring conversations. Participants worked within communities of practice and action learning sets. They were supported to use a range of structured tools to learn about the experience of others and to identify caring practices that worked well and then explore ways in which these could happen more of the time. A range of methods were used to evaluate impact of the programme including a culture questionnaire and semi structured interviews. Immersion crystallisation technique and descriptive statistics were used to analyse the data. Key themes included; enhanced self-awareness, better relationships, greater ability to reflect on practice, different conversations in the workplace that were more compassionate and respectful, and an ethos of continuing learning and improvement. The programme supported participants to think in different ways and to be reflective and engaged participants rather than passive actors in shaping the cultural climate in which compassionate relationship centred care can flourish. Multidisciplinary programmes where the process and outcomes are explicitly linked to organisational objectives need to be considered in future </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1146716.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1146716.pdf">Teacher Job Dissatisfaction: Implications for Teacher Sustainability and Social Transformation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Okeke, Chinedu I.; Mtyuda, Pamela N. 2017-01-01 Teachers play a key role in the social transformation agenda. This agentic position of the teacher implicates an agenda for sustainability programmes that position them for this complex responsibility. A qualitative case study research design was employed to obtain the perspectives of teachers on job dissatisfaction. The researchers followed a… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active">19</li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active">20</li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED369279.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED369279.pdf">Coping with Teacher Resistance: Insights from INSET Programmes.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Saraswathi, V. Inservice education for teachers of English as a Second Language in India is discussed, focusing on the problem of teacher resistance to change in teaching practice. First, the need for inservice teacher education in the Indian context is examined, noting that standards of both student and teacher English language proficiency have been declining.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Assessment+AND+quality+AND+assurance+AND+program&id=EJ1107941','ERIC'); return false;" href="https://eric.ed.gov/?q=Assessment+AND+quality+AND+assurance+AND+program&id=EJ1107941">Designing and Developing a Programme-Focused Assessment Strategy: A Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brunton, James; Brown, Mark; Costello, Eamon; Walsh, Elaine 2016-01-01 This case study describes the process that the Humanities Programme Team, in Dublin City University's Open Education Unit, has undertaken with regard to developing a systematic, programme-focused assessment strategy. It charts the development of an Assessment Matrix that facilitated the enhancement of programme coherence in the context of a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=One+AND+shot&pg=3&id=EJ950000','ERIC'); return false;" href="https://eric.ed.gov/?q=One+AND+shot&pg=3&id=EJ950000">Improving Teachers' Assessment Literacy through Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Koh, Kim H. 2011-01-01 This study examined the effects of professional development on teachers' assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=yavuz&pg=3&id=EJ1038390','ERIC'); return false;" href="https://eric.ed.gov/?q=yavuz&pg=3&id=EJ1038390">Who Are the Science Teachers That Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Saka, Yavuz 2013-01-01 To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET's) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=lev+AND+vygotsky+AND+theory&pg=3&id=EJ911702','ERIC'); return false;" href="https://eric.ed.gov/?q=lev+AND+vygotsky+AND+theory&pg=3&id=EJ911702">The Zone of Proximal "Teacher" Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Warford, Mark K. 2011-01-01 Toward the end of his short life, Lev Vygotsky found himself teaching teachers in a remote part of the USSR. Though his influence as a developmental psychologist is well-established, little is known about his approach to teacher development. This article applies the researcher's core concept, the zone of proximal development to teacher education.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24454831','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24454831">Effect of a multi-dimensional intervention programme on the motivation of physical education students.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Amado, Diana; Del Villar, Fernando; Leo, Francisco Miguel; Sánchez-Oliva, David; Sánchez-Miguel, Pedro Antonio; García-Calvo, Tomás 2014-01-01 This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4(th) year Secondary Education students--control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme's usefulness in increasing the students' motivation towards this content, which is so complicated for teachers of this area to develop. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27339570','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27339570">Extracurricular leadership development programme to prepare future Saudi physicians as leaders.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ayuob, Nasra Naeim; Al Sayes, Faten Mohamed; El Deek, Basem Salama 2016-06-01 To describe and evaluate an innovative approach for developing leadership skills in a cohort of medical students through an extracurricular programme. The study was conducted at King Abdulaziz University, Jeddah, Saudi Arabia, from April to June of the academic year 2014-15, and comprised medical students from all batches. Mixed-method design was used to evaluate the leadership development programme. Pre- and post-tests were conducted to assess students' learning and their satisfaction was evaluated at the end of the programme. Focus groups were conducted to assess the programme's impact on participants' behaviour. Data analysis was done using SPSS 16. Of the 55 participants, 45(82%) responded to the evaluation survey. Of them, 29(65%) reported intended changes in their leadership practices immediately after the programme, with 8(28%) of them reporting more than one change. The mean students' satisfaction with the overall performance of the speakers and programme organisation was high at 4.12±0.91 and 4.54±0.89, respectively. Early experience of the leadership development programme produced positive results. An intense programme analysis is required to fully understand this significant organisational need. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Evaporation&pg=6&id=EJ682143','ERIC'); return false;" href="https://eric.ed.gov/?q=Evaporation&pg=6&id=EJ682143">Primary Teachers' Changing Attitudes and Cognition during a Two-Year Science In-Service Programme and Their Effect on Pupils. Research Report</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jarvis, Tina; Pell, Anthony 2004-01-01 Changes in 70 teachers' confidence, attitudes and science understanding were tested before and after a major in-service programme. Attitudes were assessed using a 49-item Likert-scale test that probed attitudes to practical science teaching and in-service training. Multi-choice and open-ended questions measured understanding of electricity;… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1151764.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1151764.pdf">Classroom Teacher Candidates' Perceptions of Teacher Self-Efficacy in Developing Students' Reading, Writing and Verbal Skills: Scale Development Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Canbulat, Ayse Nur Kutluca 2017-01-01 This work uses exploratory and confirmatory factor analyses to study Verbal Skills Development Teacher Self-Efficacy Scale (VSDTS), Reading Skills Development Teacher Self-Efficacy Scale (RSDTS) and Writing Skills Development Teacher Self-Efficacy Scale (WSDTS) developed to identify classroom teacher candidates' perceptions of teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=burnout&pg=6&id=EJ1033697','ERIC'); return false;" href="https://eric.ed.gov/?q=burnout&pg=6&id=EJ1033697">Burnout and Teacher Self-Efficacy among Teachers Working in Special Education Institutions in Turkey</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sariçam, Hakan; Sakiz, Halis 2014-01-01 The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers' Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED421109.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED421109.pdf">Teachers Teaching Teachers: The Belen Goals 2000 Professional Development Project.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Norton, Priscilla; Sprague, Debra Belen Public Schools (New Mexico) received a Goals 2000 grant for teacher education and technology integration. The Belen Goals 2000 professional development project established two three-day teachers-teaching-teachers workshops. The first focused on using an integrated software package and the second focused on using e-mail and the Internet.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24527776','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24527776">How we developed a role-based portfolio for teachers' professional development.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Pyörälä, Eeva 2014-09-01 Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=3.0&id=EJ1111833','ERIC'); return false;" href="https://eric.ed.gov/?q=3.0&id=EJ1111833">Teacher Prep 3.0: A Vision for Teacher Education to Impact Social Transformation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kretchmar, Kerry; Zeichner, Ken 2016-01-01 Teacher education in the USA is composed of both defenders and critics of the current system of teacher preparation. Some critics of college and university-based teacher education who describe themselves as "reformers" have referred to the non-university programmes as "teacher preparation 2.0" in order to emphasise the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23599481','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23599481">Professional development for science teachers.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Wilson, Suzanne M 2013-04-19 The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3318195','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3318195">Programme Costing of a Physical Activity Programme in Primary Prevention: Should the Costs of Health Asset Assessment and Participatory Programme Development Count?</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Wolfenstetter, Silke B.; Schweikert, Bernd; John, Jürgen 2012-01-01 This analysis aims to discuss the implications of the “health asset concept”, introduced by the WHO, and the “investment for health model” requiring a “participatory approach” of cooperative programme development applied on a physical activity programme for socially disadvantaged women and to demonstrate the related costing issues as well as the relevant decision context. The costs of programme implementation amounted to €48,700. Adding the costs for developing the programme design of €48,800 results in total costs of €97,500; adding on top of that the costs of asset assessment running to €35,600 would total €133,100. These four different cost figures match four different types of potentially relevant decisions contexts. Depending on the decision context the total costs, and hence the incremental cost-effectiveness ratio of a health promotion intervention, could differ considerably. Therefore, a detailed cost assessment and the identification of the decision context are of crucial importance. PMID:22536517 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22536517','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22536517">Programme costing of a physical activity programme in primary prevention: should the costs of health asset assessment and participatory programme development count?</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Wolfenstetter, Silke B; Schweikert, Bernd; John, Jürgen 2012-01-01 This analysis aims to discuss the implications of the "health asset concept", introduced by the WHO, and the "investment for health model" requiring a "participatory approach" of cooperative programme development applied on a physical activity programme for socially disadvantaged women and to demonstrate the related costing issues as well as the relevant decision context. The costs of programme implementation amounted to €48,700. Adding the costs for developing the programme design of €48,800 results in total costs of €97,500; adding on top of that the costs of asset assessment running to €35,600 would total €133,100. These four different cost figures match four different types of potentially relevant decisions contexts. Depending on the decision context the total costs, and hence the incremental cost-effectiveness ratio of a health promotion intervention, could differ considerably. Therefore, a detailed cost assessment and the identification of the decision context are of crucial importance. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=kmo&pg=2&id=EJ919612','ERIC'); return false;" href="https://eric.ed.gov/?q=kmo&pg=2&id=EJ919612">Development of Mentor Teacher Role Inventory</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Koc, Ebru Melek 2011-01-01 This study aimed to develop and investigate the validity and reliability of the Mentor Teacher Role Inventory (MTRI). A total of 1843 student teachers in the Distance English Teacher Training Program participated in the study. The 58 items of the Mentor Teacher Role Inventory underwent principal factor analysis, which revealed nine factors… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26687206','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26687206">Level of Awareness of Various Aspects of Lung Cancer Among College Teachers in India: Impact of Cancer Awareness Programmes in Prevention and Early Detection.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Shankar, Abhishek; Roy, Shubham; Malik, Abhidha; Rath, G K; Julka, P K; Kamal, Vineet Kumar; Barnwal, Keshav; Upadhyaya, Sneha; Singh, Rajan; Srivastava, Vivek 2016-12-01 Lung cancer is one of the most common causes of cancer mortality among men in India and incidence is increasing, but actually, they are largely preventable diseases. In India, advanced stage at the time of presentation is responsible for high mortality and morbidity and early detection is the only way to reduce it. The purpose of this study is to know the level of awareness of various aspects of lung cancer among college teachers and impact of awareness programmes in its prevention and early detection. This assessment was part of Pink Chain Campaign-a campaign on cancer awareness. During the cancer awareness events in 2011-2013 at various women colleges in different parts in India, pre-test related to lung cancer was followed by awareness programme. Post-test using the same questionnaire was conducted at the end of interactive session, at 6 months and 1 year. A total of 872 out of 985 teachers participated in the study (overall response rate was 88.5 %). Mean age of the study population was 41.6 years (range 26-59 years). There was a significant increase in the level of knowledge regarding lung cancer at 6 months, and this was sustained at 1 year. Among teachers who were just asked yes or no question, 117 teachers (13.4 %) were smokers and 241 teachers (27.6 %) were alcoholics. Magazines and newspapers were sources for knowledge in 50-60 % of teachers, whereas approximately 30 % of teachers were educated by TV and Internet regarding various aspects of lung cancer. Post awareness at 6 months and 1 year, Pink Chain Campaign was the major source of knowledge related to lung cancer in more than 90 % of teachers by continuous and timely update on subject. Post awareness at 6 months and 1 year, there was a significant change in alcohol and smoking habits. Major reasons for not going for check-up were ignorance (83.1 %), fear (30.1 %) and lethargic attitude (29.3 %) initially, but over time, lack of time, lethargic attitude and hesitation became </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=pathways&pg=3&id=EJ1124051','ERIC'); return false;" href="https://eric.ed.gov/?q=pathways&pg=3&id=EJ1124051">Identifying Pathways of Teachers' PCK Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wongsopawiro, Dirk S.; Zwart, Rosanne C.; van Driel, Jan H. 2017-01-01 This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers' pedagogical content knowledge (PCK) by the use of the interconnected model of teachers' professional growth (IMTPG).The teachers (n = 12) participated in a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22relativistic+fluid%22+OR+%22relativistic+hydrodynamic%22+OR+%22problem+of+time%22+OR+%22equivalence+principl%22&pg=5&id=EJ207135','ERIC'); return false;" href="https://eric.ed.gov/?q=%22relativistic+fluid%22+OR+%22relativistic+hydrodynamic%22+OR+%22problem+of+time%22+OR+%22equivalence+principl%22&pg=5&id=EJ207135">Curriculum Development as Continuing Teacher Education.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Laurenze, Andreas 1979-01-01 Reports on the curriculum development process used as part of teacher education, identifying problems of teacher time and effort, relationship to the practical demands of classroom teaching, and links with other aspects of teacher's work. (Author/CK) </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active">20</li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active">21</li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010AGUFMED52A..05V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010AGUFMED52A..05V">Pacific CRYSTAL Teacher Professional Development Models: Lessons Learned</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> van der Flier-Keller, E.; Yore, L. 2010-12-01 From 2005 to 2010 Pacific CRYSTAL (Centre for Research in Youth Science Teaching and Learning) has been engaged in community-based research fostering teacher leadership in innovative science education through a variety of approaches to teacher professional development. Pacific CRYSTAL is a University of Victoria based, NSERC funded project founded on a collaborative research model involving scentists, science educators and community members including schools, teachers, community groups and government. Pacific CRYSTAL professional development approaches embrace both in-service teachers and pre-service teachers, and include Lighthouse schools, workshops (ongoing as well as one-time), community-based partnerships in Pacific CRYSTAL research projects, teachers as researchers, and university science courses and workshops for pre-education and education students. A number of common themes, identified through these approaches, should be considered in the development and implementation of future science professional development initiatives. They include; teacher turnover, expanding and adding schools and participating teachers, teacher apprehension, building leadership capacity, further engagement of 'tourist' teachers, continuing professional support for teachers, as well as on-going mentoring. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ADHD&pg=3&id=EJ1174895','ERIC'); return false;" href="https://eric.ed.gov/?q=ADHD&pg=3&id=EJ1174895">Effects of a Tailored Incredible Years Teacher Classroom Management Programme on On-Task Behaviour of School Children with ADHD in Addis Ababa</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mohammed, Feruz 2018-01-01 Attention-Deficit/Hyperactivity Disorder (ADHD) is a persistent pattern of behaviours characterized by inattention, hyperactivity and impulsivity. This study evaluates the effects of a tailored Incredible Years Teacher Classroom Management (IYTCM) programme aimed to improve participating children's on-task behaviour in a group of 6 to 10 year old… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=individual+AND+learning+AND+technology&pg=5&id=EJ739071','ERIC'); return false;" href="https://eric.ed.gov/?q=individual+AND+learning+AND+technology&pg=5&id=EJ739071">Portfolios and ICT as Means of Professional Learning in Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hauge, Trond Eiliv 2006-01-01 Teaching portfolios supported by new learning technologies have increased in importance in Norwegian schools and teacher education. However, the learning potentials of integrated e-portfolios have still to be researched and further developed. This article focuses on professional learning in a teacher education programme reorganised by use of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=vietnam&pg=6&id=EJ876641','ERIC'); return false;" href="https://eric.ed.gov/?q=vietnam&pg=6&id=EJ876641">Critical Friends Group for EFL Teacher Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Vo, Long Thanh; Nguyen, Hoa Thi Mai 2010-01-01 For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=assembly+AND+line&pg=5&id=EJ324831','ERIC'); return false;" href="https://eric.ed.gov/?q=assembly+AND+line&pg=5&id=EJ324831">The Early Development of Programmable Machinery.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Collins, Martin D. 1985-01-01 Programmable equipment innovations, precursors of today's technology, are examined, including the development of the binary code and feedback control systems, such as temperature sensing devices, interchangeable parts, punched cards carrying instructions, continuous flow oil refining process, assembly lines for mass production, and the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24597597','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24597597">Student-teacher education programme (STEP) by step: transforming medical students into competent, confident teachers.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Erlich, Deborah R; Shaughnessy, Allen F 2014-04-01 While most medical schools have students teach other students, few offer formal education in teaching skills, and fewer provide teaching theory together with experiential teaching practice. Furthermore, curriculum evaluation of teaching education is lacking. This study aimed to examine effects of a novel didactic teaching curriculum for students embedded in a practical teaching experience. A longitudinal 12-week curriculum with complementary didactic and practical components for final-year students learning how to teach was developed, implemented and evaluated using a multi-level evaluation based on the Kirkpatrick approach with qualitative and quantitative methods. Thirteen student-teachers acquired measureable knowledge, skills and attitudes necessary for teaching excellence. Confidence in teaching increased (p < 0.001), particularly in four key areas: oral feedback, written feedback, mentoring, and the difficult learner. Student-teachers demonstrated teaching competence as determined by self-assessment, student feedback, and faculty observation. Top teachers impacted their first-year students' performance in patient interviewing as measured by Objective Structured Clinical Examination (OSCE). Reinforcing educational theory with practical teaching experience under direct faculty supervision promotes teaching competency for graduating medical students. The intertwined didactic plus practical model can be applied to various teaching contexts to fulfil the mandate that medical schools train graduates in core teaching knowledge, skills and attitudes in preparation for their future roles as clinical teachers. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1153339','ERIC'); return false;" href="https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1153339">Evaluating the Effectiveness of a Large-Scale Professional Development Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Main, Katherine; Pendergast, Donna 2017-01-01 An evaluation of the effectiveness of a large-scale professional development (PD) programme delivered to 258 schools in Queensland, Australia is presented. Formal evaluations were conducted at two stages during the programme using a tool developed from Desimone's five core features of effective PD. Descriptive statistics of 38 questions and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22988255','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22988255">Developing an online programme in computational biology.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Vincent, Heather M; Page, Christopher 2013-11-01 Much has been written about the need for continuing education and training to enable life scientists and computer scientists to manage and exploit the different types of biological data now becoming available. Here we describe the development of an online programme that combines short training courses, so that those who require an educational programme can progress to complete a formal qualification. Although this flexible approach fits the needs of course participants, it does not fit easily within the organizational structures of a campus-based university. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014JSTEd..25..785F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014JSTEd..25..785F">Development of Teachers as Scientists in Research Experiences for Teachers Programs</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa 2014-11-01 This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview ( n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to open-ended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Kumar&pg=3&id=EJ753457','ERIC'); return false;" href="https://eric.ed.gov/?q=Kumar&pg=3&id=EJ753457">Learning in Cyberspace: An Ethnographic Perspective on the Scottish "Chartered Teacher" Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Holligan, Chris 2006-01-01 Although a substantial literature is devoted to the professional development of teachers, emerging dimensions located around e-facilitation techniques have yet to be documented and their implications understood. This paper is based around a case study of a professional group of highly experienced teachers from the state sector who were undertaking… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1038535','ERIC'); return false;" href="https://eric.ed.gov/?q=programme+AND+development&pg=2&id=EJ1038535">The Learning Effects of a Multidisciplinary Professional Development Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Visser, Talitha Christine; Coenders, Fer G. M.; Pieters, Jules M.; Terlouw, Cees 2013-01-01 Professional development becomes relevant and effective when teachers are actively involved, collaborate, and when it is linked to teachers' daily school practice (Hunzicker in "Prof Dev Educ" 37:177-179, 2011). Preparation of teachers for a curriculum implementation such as the new subject Nature, Life, and Technology can be done… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25825319','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25825319">Analysis Grid for Environments Linked to Obesity (ANGELO) framework to develop community-driven health programmes in an Indigenous community in Canada.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Willows, Noreen; Dyck Fehderau, David; Raine, Kim D 2016-09-01 Indigenous First Nations people in Canada have high chronic disease morbidity resulting in part from enduring social inequities and colonialism. Obesity prevention strategies developed by and for First Nations people are crucial to improving the health status of this group. The research objective was to develop community-relevant strategies to address childhood obesity in a First Nations community. Strategies were derived from an action-based workshop based on the Analysis Grid for Environments Linked to Obesity (ANGELO) framework. Thirteen community members with wide-ranging community representation took part in the workshop. They combined personal knowledge and experience with community-specific and national research to dissect the broad array of environmental factors that influenced childhood obesity in their community. They then developed community-specific action plans focusing on healthy eating and physical activity for children and their families. Actions included increasing awareness of children's health issues among the local population and community leadership, promoting nutrition and physical activity at school, and improving recreation opportunities. Strengthening children's connection to their culture was considered paramount to improving their well-being; thus, workshop participants developed programmes that included elders as teachers and reinforced families' acquaintance with First Nations foods and activities. The research demonstrated that the ANGELO framework is a participatory way to develop community-driven health programmes. It also demonstrated that First Nations people involved in the creation of solutions to health issues in their communities may focus on decolonising approaches such as strengthening their connection to indigenous culture and traditions. External funds were not available to implement programmes and there was no formal follow-up to determine if community members implemented programmes. Future research needs to examine the </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=authoritative&pg=4&id=EJ1167445','ERIC'); return false;" href="https://eric.ed.gov/?q=authoritative&pg=4&id=EJ1167445">"Control Must Be Maintained": Exploring Teachers' Pedagogical Practice outside the Classroom</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Glackin, Melissa 2018-01-01 Drawing on qualitative data, this article presents an analysis of six secondary science teachers' expectations and practices related to teaching outdoors during a professional development programme. Using Foucault's and Bernstein's theories of "space", routines and set practices, I argue that participant teachers' fear of losing control… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10900779','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10900779">Development of the school organisational health questionnaire: a measure for assessing teacher morale and school organisational climate.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Hart, P M; Wearing, A J; Conn, M; Carter, N L; Dingle, R K 2000-06-01 A growing body of empirical evidence suggests that organisational factors are more important than classroom specific issues in determining teacher morale. Accordingly, it is necessary to have available measures that accurately assess morale, as well as the organisational factors that are likely to underpin the experience of morale. Three studies were conducted with the aim of developing a psychometrically sound questionnaire that could be used to assess teacher morale and various dimensions of school organisational climate. A total of 1,520 teachers from 18 primary and 26 secondary schools in the Australian state of Victoria agreed to participate in three separate studies (N = 615, 342 and 563 in Studies 1, 2 and 3, respectively) that were used to develop the questionnaire. The demographic profile of the teachers was similar to that found in the Department as a whole. All teaching staff in the participating schools were asked to complete a self-report questionnaire as part of the evaluation of an organisational development programme. A series of exploratory and confirmatory factor analyses were used to establish the questionnaire's factor structure, and correlation analyses were used to examine the questionnaire's convergent and discriminant validity. The three studies resulted in the 54-item School Organisational Health Questionnaire that measures teacher morale and 11 separate dimensions of school organisational climate: appraisal and recognition, curriculum coordination, effective discipline policy, excessive work demands, goal congruence, participative decision-making, professional growth, professional interaction, role clarity, student orientation, and supportive leadership. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11765233','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11765233">Developments in veterinary herd health programmes on dairy farms: a review.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Noordhuizen, J P; Wentink, G H 2001-11-01 This review article addresses some major developments in herd health programmes for dairy farms over the last decades. It focuses particularly on herd health and production management programmes that use protocols and monitoring activities. The article further emphasizes the need for merging herd health programmes with quantitative epidemiological principles and methods. Subsequently, this article points to the latest developments regarding quality assurance in the dairy sector and some quality management methods. Quality should be regarded in its broadest sense. The importance of integrating veterinary herd health programmes and quality (risk) management support at a dairy farm level is stressed. Examples are provided. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=trees&pg=6&id=EJ1129183','ERIC'); return false;" href="https://eric.ed.gov/?q=trees&pg=6&id=EJ1129183">Developing a Mind-Body Exercise Programme for Stressed Children</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wang, Claudia; Seo, Dong-Chul; Geib, Roy W 2017-01-01 Objective: To describe the process of developing a Health Qigong programme for stressed children using a formative evaluation approach. Methods: A multi-step formative evaluation method was utilised. These steps included (1) identifying programme content and drafting the curriculum, (2) synthesising effective and age-appropriate pedagogies, (3)… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Principle+AND+%22practice+of+management%22&id=EJ874908','ERIC'); return false;" href="https://eric.ed.gov/?q=Principle+AND+%22practice+of+management%22&id=EJ874908">Development of Health Promoting Leadership--Experiences of a Training Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Eriksson, Andrea; Axelsson, Runo; Axelsson, Susanna Bihari 2010-01-01 Purpose: The purpose of this paper is to describe and analyse the experiences of an intervention programme for development of health promoting leadership in Gothenburg in Sweden. The more specific purpose is to identify critical aspects of such a programme as part of the development of a health promoting workplace. Design/methodology/approach: A… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=coding+AND+sheet&pg=4&id=EJ1062826','ERIC'); return false;" href="https://eric.ed.gov/?q=coding+AND+sheet&pg=4&id=EJ1062826">Preparing Pre-Service Primary School Teachers to Assess Fundamental Motor Skills: Two Skills and Two Approaches</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Haynes, John; Miller, Judith 2015-01-01 Background: Pre-service teacher education (PSTE) programmes for generalist primary school teachers have limited time allocated to Physical Education, Health and Personal Development. In practice, teachers in schools are required to assess motor skills despite the fact that their training provides minimal preparation. This necessitates creative… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED410189.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED410189.pdf">Teacher-Researchers in the "Zone of Proximal Development": Insights for Teacher Education.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Torres, Myriam N. This study is part of a larger project on teacher research and professional development in the Teacher Enhancement Program (TEP), a master's degree mid-career collaborative program for inservice teachers. Research was initially planned and implemented as a new course which required teachers to do a Systematic Inquiry Project (SIP) in their… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=lead+AND+san+AND+antonio&id=EJ271910','ERIC'); return false;" href="https://eric.ed.gov/?q=lead+AND+san+AND+antonio&id=EJ271910">Training Teachers to be Professional Development Leaders.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Leslie, Jessica B. 1982-01-01 A Teacher Corps project conducted by the Edgewood Independent School District and Trinity University (San Antonio, Texas) is described. A classroom teacher at each participating school is trained to lead professional development activities at his or her school. Teacher involvement in designing professional development at each school is emphasized.… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active">21</li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active">22</li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Reiman&pg=3&id=EJ391501','ERIC'); return false;" href="https://eric.ed.gov/?q=Reiman&pg=3&id=EJ391501">Linking Staff Development and Teacher Induction.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Reiman, Alan J.; And Others 1988-01-01 This article describes a six-year effort to link inservice training for experienced teachers with teacher preservice and induction for the novice teacher. It provides a rationale for using staff development training to strengthen preservice and induction programs, and discusses program goals, training components, program outcomes, and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=incentive+AND+theory&pg=5&id=EJ1100589','ERIC'); return false;" href="https://eric.ed.gov/?q=incentive+AND+theory&pg=5&id=EJ1100589">A Model of Professional Development: Teachers' Perceptions of Their Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Avidov-Ungar, Orit 2016-01-01 This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26052882','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26052882">German MedicalTeachingNetwork (MDN) implementing national standards for teacher training.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Lammerding-Koeppel, M; Ebert, T; Goerlitz, A; Karsten, G; Nounla, C; Schmidt, S; Stosch, C; Dieter, P 2016-01-01 An increasing demand for proof of professionalism in higher education strives for quality assurance (QA) and improvement in medical education. A wide range of teacher trainings is available to medical staff in Germany. Cross-institutional approval of individual certificates is usually a difficult and time consuming task for institutions. In case of non-acceptance it may hinder medical teachers in their professional mobility. The faculties of medicine aimed to develop a comprehensive national framework, to promote standards for formal faculty development programmes across institutions and to foster professionalization of medical teaching. Addressing the above challenges in a joint approach, the faculties set up the national MedicalTeacherNetwork (MDN). Great importance is attributed to work out nationally concerted standards for faculty development and an agreed-upon quality control process across Germany. Medical teachers benefit from these advantages due to portability of faculty development credentials from one faculty of medicine to another within the MDN system. The report outlines the process of setting up the MDN and the national faculty development programme in Germany. Success factors, strengths and limitations are discussed from an institutional, individual and general perspective. Faculties engaged in similar developments might be encouraged to transfer the MDN concept to their countries. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=infusion&pg=2&id=EJ1089401','ERIC'); return false;" href="https://eric.ed.gov/?q=infusion&pg=2&id=EJ1089401">Silos to Symphonies? Hopes and Challenges Implementing Multicultural Programme Infusion</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Liu, Laura B.; Milman, Natalie B. 2013-01-01 The need to infuse multicultural education (ME) across teacher preparation programmes is well documented by research, yet institutions are at very different stages in this endeavour. While most programmes demonstrate a segregated approach to ME, confining diversity to specialty courses, ME programme infusion places diversity, equity and social… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=university+AND+teachers&pg=4&id=EJ1064363','ERIC'); return false;" href="https://eric.ed.gov/?q=university+AND+teachers&pg=4&id=EJ1064363">University-School Partnerships: Student Teachers' Evaluations across Nine Partnerships in Israel</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Maskit, Ditza; Orland-Barak, Lily 2015-01-01 This article presents and discusses the findings of a study which focused on student teachers' evaluation of their practice teaching in the context of a university-school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=personality+AND+workplace&pg=4&id=EJ1102135','ERIC'); return false;" href="https://eric.ed.gov/?q=personality+AND+workplace&pg=4&id=EJ1102135">Student Vocational Teachers: The Significance of Individual Positions in Workplace Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Goh, Adeline Yuen Sze; Zukas, Miriam 2016-01-01 In most initial teacher preparation (ITP) programmes, learning in teaching placements is considered to be an important component for providing workplace learning experiences to develop the skills of being a teacher. This paper is based on a bigger qualitative study which explored the learning experiences of a group of in-service student vocational… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011ici2.conf..233F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011ici2.conf..233F">Foreign Language Teachers' Professional Development in Information Age</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Fan, Xiying; Wu, Gang Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=PRIMARY+AND+NON+AND+FUNCTION&pg=6&id=EJ848957','ERIC'); return false;" href="https://eric.ed.gov/?q=PRIMARY+AND+NON+AND+FUNCTION&pg=6&id=EJ848957">Two Related Approaches to Teacher Professional Learning in the Asia Pacific Region</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> White, Allan 2007-01-01 This paper examines the similarities and differences between two successful programmes of teacher professional learning. Firstly, Lesson Study developed in Japan over 40 years ago. It examines practice either through direct observation or through classroom artefacts and case studies. It assumes that teacher learning will be more meaningful and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1130350.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1130350.pdf">Program Development for Primary School Teachers' Critical Thinking</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan 2017-01-01 The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED499124.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED499124.pdf">PBS TeacherLine National Survey of Teacher Professional Development, 2005-2006</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hezel Associates (NJ1), 2007 2007-01-01 PBS TeacherLine, an initiative funded under the U.S. Department of Education's Ready To Teach program, is designed to provide high-quality online professional development for K-12 teachers. Through the first five-year grant cycle, ending in 2005, PBS TeacherLine produced approximately 100 online facilitated courses in reading, mathematics,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=development+AND+socio-economic+AND+development+AND+programmes&pg=5&id=EJ911820','ERIC'); return false;" href="https://eric.ed.gov/?q=development+AND+socio-economic+AND+development+AND+programmes&pg=5&id=EJ911820">Using Cultural Capital as a Resource for Negotiating Participation in a Teacher Community of Practice: A Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Maistry, Suriamurthee 2010-01-01 Continuing professional development (CPD) initiatives for teachers in South Africa take on various forms, ranging from formalised, structured, credit-bearing certification programmes to informal, relatively unstructured, situated learning programmes. While many formal programmes can claim success by measuring throughput rates, there is still much… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1078303.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1078303.pdf">Teachers' Development Model to Authentic Assessment by Empowerment Evaluation Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Charoenchai, Charin; Phuseeorn, Songsak; Phengsawat, Waro 2015-01-01 The purposes of this study were 1) Study teachers authentic assessment, teachers comprehension of authentic assessment and teachers needs for authentic assessment development. 2) To create teachers development model. 3) Experiment of teachers development model. 4) Evaluate effectiveness of teachers development model. The research is divided into 4… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015CSEd...25..257L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015CSEd...25..257L">Outreach programmes to attract girls into computing: how the best laid plans can sometimes fail</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Lang, Catherine; Fisher, Julie; Craig, Annemieke; Forgasz, Helen 2015-07-01 This article presents a reflective analysis of an outreach programme called the Digital Divas Club. This curriculum-based programme was delivered in Australian schools with the aim of stimulating junior and middle school girls' interest in computing courses and careers. We believed that we had developed a strong intervention programme based on previous literature and our collective knowledge and experiences. While it was coordinated by university academics, the programme content was jointly created and modified by practicing school teachers. After four years, when the final data were compiled, it showed that our programme produced significant change to student confidence in computing, but the ability to influence a desire to pursue a career path in computing did not fully eventuate. To gain a deeper insight in to why this may be the case, data collected from two of the schools are interrogated in more detail as described in this article. These schools were at the end of the expected programme outcomes. We found that despite designing a programme that delivered a multi-layered positive computing experience, factors beyond our control such as school culture and teacher technical self-efficacy help account for the unanticipated results. Despite our best laid plans, the expectations that this semester long programme would influence students' longer term career outcomes may have been aspirational at best. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Social+AND+studies&pg=6&id=EJ1111610','ERIC'); return false;" href="https://eric.ed.gov/?q=Social+AND+studies&pg=6&id=EJ1111610">Making Their Own Path: Preservice Teachers' Development of Purpose in Social Studies Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hawley, Todd S.; Crowe, Alicia R. 2016-01-01 Despite a solid body of research on rationale development in social studies teacher education, little research exists exploring how social studies preservice teachers' purposes develop over time. This article presents four examples of social studies preservice teachers as they grappled with developing a purpose for teaching social studies.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17407929','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17407929">Teacher labor markets in developed countries.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ladd, Helen F 2007-01-01 Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries-an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salaries do not in general perform better on international tests than those in countries with lower salaries. Ladd does find, however, that the share of underqualified teachers in a country is closely related to salary. In high-salary countries like Germany, Japan, and Korea, for example, only 4 percent of teachers are underqualified, as against more than 10 percent in the United States, where teacher salaries, Ladd notes, are low relative to those in other industrialized countries. Teacher shortages also appear to stem from policies that make salaries uniform across academic subject areas and across geographic regions. Shortages are especially common in math and science, in large cities, and in rural areas. Among the policy strategies proposed to deal with such shortages is to pay teachers different salaries according to their subject area. Many countries are also experimenting with financial incentive packages, including bonuses and loans, for teachers in specific subjects or geographic areas. Ladd notes that many developed countries are trying to attract teachers by providing alternative routes into teaching, often through special programs in traditional teacher training institutions and through adult education or distance learning programs. To reduce attrition among new teachers, many developed countries have also been using formal induction or mentoring programs as a way to improve new teachers' chances of success. Ladd highlights the need to look beyond a single policy, such as higher salaries, in favor of broad packages that address teacher preparation and certification </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=impact+AND+technologies+AND+education&pg=7&id=EJ1083203','ERIC'); return false;" href="https://eric.ed.gov/?q=impact+AND+technologies+AND+education&pg=7&id=EJ1083203">Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Agyei, Douglas D.; Voogt, Joke M. 2015-01-01 This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23960060','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23960060">Perceived tutor benefits of teaching near peers: insights from two near peer teaching programmes in South East Scotland.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Qureshi, Z U; Gibson, K R; Ross, M T; Maxwell, S 2013-08-01 There is little evidence about the benefits to junior doctors of participating in teaching, or how to train doctors as teachers. We explore (through South East Scotland based teaching programmes): (a) How prepared do junior doctors feel to teach? (b) What junior doctors consider to be the main challenges of teaching? (c) What motivates the junior doctors to continue teaching, and what is the perceived impact of teaching on their professional development? 'Questionnaire 1', distributed at 'tutor training days', explored (i) attitudes towards teaching and (ii) tutors' preparedness to teach. 'Questionnaire 2', distributed after completion of a teaching programme, evaluated the tutor experience of teaching. Seventy-six per cent of tutors reported no previous teacher training; 10% were able to teach during allocated work hours. The strongest motivation for teaching was to help students with their learning and to develop teaching skills. Ninety one per cent of tutors felt more prepared to teach by the end of the programme. Tutors also improved their clinical skills from teaching. There is a body of junior doctors, who see teaching as an important part of their career, developing both teaching and clinical skills in the tutor. If teaching is expected of foundation doctors, rotas ought to be more flexible to facilitate both teaching and teacher training. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1136757.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1136757.pdf">Care and Support of Orphaned and Vulnerable Children at School: Helping Teachers to Respond</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wood, Lesley; Goba, Linda 2011-01-01 It is acknowledged that teacher training programmes around HIV in most of sub-Saharan Africa appear not to have been very effective in assisting teachers to respond to the demands placed on them by the pandemic. In response to the need identified by international development agencies, for research into teacher education and HIV in sub-Saharan… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sales+AND+plan&pg=7&id=EJ558258','ERIC'); return false;" href="https://eric.ed.gov/?q=sales+AND+plan&pg=7&id=EJ558258">Teachers as Researchers: Supporting Professional Development.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gennaoui, Michele; Kretschmer, Robert E. 1996-01-01 Contrasts traditional professional development and a teacher-as-researcher project implemented at the Saint Francis de Sales School for the Deaf. Discusses ways the project influenced the professional development of teachers, the effects on the school community of group collaboration among diverse professional staff, support mechanisms required,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=materialistic&pg=2&id=EJ962316','ERIC'); return false;" href="https://eric.ed.gov/?q=materialistic&pg=2&id=EJ962316">Becoming-Teachers: Desiring Students</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mercieca, Duncan 2012-01-01 This article proposes a reading of the lives of teachers through a Deleuzian-Guattarian materialistic approach. By asking the question "what kind of life do teachers live?" this article reminds us that teachers sometimes welcome the imposed policies, procedures and programmes, the consequences of which remove them from students. This desire is… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active">22</li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active">23</li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27080125','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27080125">Informal teacher communities enhancing the professional development of medical teachers: a qualitative study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> van Lankveld, Thea; Schoonenboom, Judith; Kusurkar, Rashmi; Beishuizen, Jos; Croiset, Gerda; Volman, Monique 2016-04-14 Informal peer learning is a particularly powerful form of learning for medical teachers, although it does not always occur automatically in the departments of medical schools. In this article, the authors explore the role of teacher communities in enhancing informal peer learning among undergraduate medical teachers. Teacher communities are groups of teachers who voluntarily gather on a regular basis to develop and share knowledge. Outside of medical education, these informal teacher communities have proved to be an effective means of enhancing peer learning of academic teachers. The processes underlying this outcome are, however, not known. This study therefore aims to explore the processes that make informal teacher communities effective in supporting peer learning of teachers. A qualitative study was performed at a Dutch medical school, where a student-centred undergraduate curriculum had recently been introduced. As part of this curriculum, tutors are segregated into separate specialty areas and thus have only limited opportunities for informal learning with other tutors. The authors followed two informal teacher communities aimed at supporting these tutors. They observed the interactions within the teacher communities and held semi-structured interviews with ten of the participants. The observation notes and interview data were analysed using thematic analysis. The informal teacher communities allowed the tutors to engage in a dialogue with colleagues and share questions, solutions, and interpretations. The teacher communities also provided opportunities to explicate tacit expertise, which helped the tutors to develop an idea of their role and form a frame of reference for their own experiences. Furthermore, the communities enhanced the tutors' sense of belonging. The tutors felt more secure in their role and they felt valued by the organisation due to the teacher communities. This study shows that informal teacher communities not only support the professional </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED548292.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED548292.pdf">TPACK Survey Development Study for Social Sciences Teachers and Teacher Candidates</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Akman, Özkan; Güven, Cemal 2015-01-01 The purpose of this research is to develop a scale for analyzing the technological pedagogical and content knowledge (TPACK) and self-efficacy perceptions of the social sciences teachers and teacher candidates. During the development process, an item pool has been generated by evaluating the studies made in the literature. Also, after opinions… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning+AND+motivation&pg=2&id=EJ994640','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+motivation&pg=2&id=EJ994640">Learning, Motivation, and Transfer: Successful Teacher Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McDonald, Lex 2012-01-01 In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Mitzi&pg=2&id=EJ1106217','ERIC'); return false;" href="https://eric.ed.gov/?q=Mitzi&pg=2&id=EJ1106217">Evaluating a Special Education Training Programme in Nicaragua</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Delkamiller, Julie; Swain, Kristine D.; Ritzman, Mitzi J.; Leader-Janssen, Elizabeth M. 2016-01-01 This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants' knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=collaboration&pg=5&id=EJ1027636','ERIC'); return false;" href="https://eric.ed.gov/?q=collaboration&pg=5&id=EJ1027636">Regulating Collaboration in Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dobber, Marjolein; Akkerman, Sanne F.; Verloop, Nico; Vermunt, Jan D. 2014-01-01 Collaboration in teacher education can be seen as a way to prepare student teachers for future social practices at school. When people collaborate with each other, they have to regulate their collaboration. In the Dutch teacher education programme that was investigated, student teachers were members of different types of groups, each of which had… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFMED43A0712B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFMED43A0712B">Teacher Professional Development that Makes an Impact</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Borrego, H.; Ellins, K. K. 2012-12-01 Through four years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development project, my knowledge of earth science and new pedagogical approaches has improved dramatically. In addition, I have received instructional materials, and learned how to access high quality online resources and use a variety of web-based tools. As a consequence, I have developed the confidence to use the TXESS model to deliver earth science professional development that makes an impact to other teachers in the Rio Grande Valley region of South Texas. In this session, I will share my experiences as an earth science professional development provider and describe how I have used my own learning to help both teachers and students become more earth science literate. Earth science test scores at the elementary and secondary level throughout South Texas are consistently low in comparison to other regional areas in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach earth science. My background as teacher combined with the TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Using educational resources provided by the TXESS Revolution I have offered professional development topics such as Energy, Geologic Time and Stratigraphy, Water and the Cryosphere, Plate Tectonics, and Climate to about 125 South Texas elementary and middle school teachers. These trainings have helped improve the content knowledge of South Texas teachers and given them tools that they can use to guide student learning through authentic scientific research. In addition to providing professional development to teachers, I have been recruited to serve as the representative of the Offshore Energy Center for South Texas. This curriculum complements the TXESS Revolution educational resources by expanding the Energy education </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=professional+AND+development&id=EJ1116518','ERIC'); return false;" href="https://eric.ed.gov/?q=professional+AND+development&id=EJ1116518">Transformation and Framework of Teacher Professional Development in Taiwan</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Huang, Bo-Ruey 2016-01-01 This article describes the situation of teacher professional development in Taiwan, including the history and the framework of teacher professional development. With diversification of teacher education systems and institutions, teacher professional development in Taiwan is undergoing a gradual governance shift from the model of centralised state… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1135994.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1135994.pdf">Goal Setting as Teacher Development Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Camp, Heather 2017-01-01 This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/6923751','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/6923751">Programme development of drug abuse control in Baluchistan, Pakistan.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Zaidi, S M; Ashraf, S M; Afridi, A A 1982-01-01 The drug abuse control programme in Baluchistan is inter-disciplinary and progressive. Its main thrust consists of constant vigilance on border check-points by law enforcement agencies, developing in-patient and out-patient facilities for treatment and rehabilitation of addicted persons, and a preventive education programme using the mass media and students from higher educational institutions. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED529833.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED529833.pdf">Professional Environment for Teacher Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Zascerinska, Jelena 2010-01-01 Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Descriptive+AND+correlational&pg=7&id=ED558879','ERIC'); return false;" href="https://eric.ed.gov/?q=Descriptive+AND+correlational&pg=7&id=ED558879">A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tupou, Samuel F. 2013-01-01 This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on "locus of control" and "social cognitive theory." A 29-item questionnaire was e-mailed to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=table+AND+manners&pg=6&id=EJ953228','ERIC'); return false;" href="https://eric.ed.gov/?q=table+AND+manners&pg=6&id=EJ953228">Developing as Teacher Educator-Researchers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Patrizio, Kami M.; Ballock, Ellen; McNary, Scot W. 2011-01-01 This self-study explores the role of collaboration in the development of three new faculty members as teacher educator-researchers. The research finds that protocol-structured dialogue about artifacts of classroom practice promotes understanding of the complex relationships among teachers, student, content, and context. We also report on the… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1163187.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1163187.pdf">Developing Inclusive Pre-Service and In-Service Teacher Education: Insights from Zanzibar Primary School Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo 2017-01-01 Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers' insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ITE&pg=6&id=EJ1116394','ERIC'); return false;" href="https://eric.ed.gov/?q=ITE&pg=6&id=EJ1116394">Moving towards Effective Physical Education Teacher Education for Generalist Primary Teachers: A View from Cyprus</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tsangaridou, Niki 2016-01-01 The preparation of effective teachers continues to be a critical issue in the literature since what teachers know and are able do is the most significant influence on what students learn. Teacher education programmes are considered to be the best places for teacher candidates to learn the knowledge, skills and attitudes they need to educate… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Nanotechnology&id=EJ993379','ERIC'); return false;" href="https://eric.ed.gov/?q=Nanotechnology&id=EJ993379">Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lan, Yu-Ling 2012-01-01 To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=profile+AND+Professional&pg=6&id=EJ1130950','ERIC'); return false;" href="https://eric.ed.gov/?q=profile+AND+Professional&pg=6&id=EJ1130950">Professional Development Needs of Primary EFL Teachers: Perspectives of Teachers and Teacher Educators</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Zein, Mochamad Subhan 2017-01-01 This study investigates the professional development (PD) needs of primary English as a foreign language (EFL) teachers whose professional field has received significant interest at the global level in the past two decades. The study takes a different stance from previous research that exclusively generated data from teachers because it sought the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=bricolage&pg=3&id=EJ1131639','ERIC'); return false;" href="https://eric.ed.gov/?q=bricolage&pg=3&id=EJ1131639">(Un)Becoming Tourist-Teachers: Unveiling White Racial Identity in Cross-Cultural Teaching Programmes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Enriquez-Gibson, Judith; Gibson, Ian 2015-01-01 The importance of cross-cultural experiences in teacher education has become more pressing than ever. The composition of schools across Australia is increasingly more diverse, therefore it is pertinent to examine and develop pre-service teachers' worldview and culturally sensitive dispositions critical for teaching in predominantly multicultural… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1016531.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1016531.pdf">The Action--Reflection--Modelling (ARM) Pedagogical Approach for Teacher Education: A Malaysia-UK Project</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jarvis, Joy; Dickerson, Claire; Thomas, Kit; Graham, Sally 2014-01-01 This article presents the Action--Reflection--Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and Health and Physical Education as minor subjects. The degree programme was written… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1135935.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1135935.pdf">In-Service Teacher Education: Asking Questions for Higher Order Thinking in Visual Literacy</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Moodley, Visvaganthie 2013-01-01 The kinds of questions teachers ask may thwart or promote learner high-order thinking; teachers themselves must have expertise in questioning skills to promote higher order cognition among learners. Drawing on experiential knowledge of assessment, and as an English-teaching professional development programme (PDP) facilitator, I demonstrate that… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017MS%26E..245d2075M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017MS%26E..245d2075M">Shaping space programme as a tool for educating youth about architecture</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Marczak, Piotr 2017-10-01 The Polish Architectural Policy’s vision of a systematic promotion of spatial culture has made its way into the national curriculum for 2009 - 2016 designed for various stages of child and teenager education. The objective of this effort was to furnish a basis for a system of architectural education which allows teaching society to be more conscious in their decisions as to spatial order with the effect of improving the quality of our living space. Educating individuals to engage consciously in activities related to the protection of space and transformations taking place within that space requires an understanding of basic issues connected with space, the nature of space and the interrelations of various elements which form it. The “Shaping space” programme under the patronage of the Chamber of Polish Architects is one of the tools dedicated to students of lower and higher secondary schools, designed to assist teachers as architectural educators. The aim of this paper is to present the results of a survey related to the implementation of the programme in Lower Secondary School 3 in Malbork in the years 2013-2016. The programme involved observation of students (of grades 1 to 3) in architecture-oriented classes, assistance for the teacher in the class rooms well as an evaluation of the usefulness of educational materials. A number of problems became evident during the implementation of the “Shaping space” programme which is now available in book form. The size of the book is large enough to discourage any potential readers. The subject matter of the book is not suitable for the intended age group (age: 13-16). Another issue was the teacher’s suitability to conduct this type of class. Class observation in grades 1-3 of the lower secondary school and discussions with teachers in charge of that programme served as a basis for developing our own tools and materials in the form of multimedia presentations, templates and lesson scenarios designed to convey </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active">23</li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active">24</li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Health+AND+services+AND+management+AND+resource+AND+development&pg=6&id=EJ839803','ERIC'); return false;" href="https://eric.ed.gov/?q=Health+AND+services+AND+management+AND+resource+AND+development&pg=6&id=EJ839803">Transfer of Learning from Management Development Programmes: Testing the Holton Model</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kirwan, Cyril; Birchall, David 2006-01-01 Transfer of learning from management development programmes has been described as the effective and continuing application back at work of the knowledge and skills gained on those programmes. It is a very important issue for organizations today, given the large amounts of investment in these programmes and the small amounts of that investment that… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ethiopia&pg=3&id=EJ1089473','ERIC'); return false;" href="https://eric.ed.gov/?q=ethiopia&pg=3&id=EJ1089473">Interrogating the Continuing Professional Development Policy Framework in Ethiopia: A Critical Discourse Analysis</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Akalu, Girmaw Abebe 2016-01-01 The continuing professional development (CPD) of teachers has increasingly come to be considered an important component of teacher policy reforms throughout much of the world. As part of its comprehensive school improvement and teacher development programmes, Ethiopia has recently developed a national policy framework on CPD for teachers. Arguing… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ontology+AND+methodology&pg=6&id=EJ867543','ERIC'); return false;" href="https://eric.ed.gov/?q=ontology+AND+methodology&pg=6&id=EJ867543">Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Shawer, Saad F. 2010-01-01 This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014EGUGA..16.2463D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014EGUGA..16.2463D">Experiences from 10 years of school programmes at GEOMAR Kiel</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Dengg, Joachim 2014-05-01 GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, started a programme of cooperations with secondary schools in 2003, which has been expanding continually since that time. By active involvement of teachers and students, the Centre's research topics are communicated to schools, and young people are encouraged to develop their interest for biogeosciences. The portfolio of activities includes: project work with schools over periods from one day to several months, individual student theses at the research centre, internships, a weekly "Research Club" allowing individual experiments, summer school programmes, teacher training courses, joint activities with international partners and a video-project in which students portray scientific aspects of oceanic oxygen minimum zones (in the context of the Collaborative Research Center SFB 754) to other students. Essential prerequisites for these activities are the direct involvement of the Centre's researchers who contribute their expertise and act as role-models for the students, dedicated staff for coordination and continuity, and financial and structural support both at the research centre and the schools. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=learning+AND+job&pg=2&id=EJ1146731','ERIC'); return false;" href="https://eric.ed.gov/?q=learning+AND+job&pg=2&id=EJ1146731">Linking Job-Embedded Professional Development and Mandated Teacher Evaluation: Teacher as Learner</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Derrington, Mary Lynne; Kirk, Julia 2017-01-01 This study explores the link between individualized, job-embedded professional development and teacher evaluation. Moreover, the study explores and describes job-embedded strategies that principals used to facilitate teacher development while working within a state-mandated evaluation system. The theoretical frame utilized four elements of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=impact+AND+promotion+AND+Consumer+AND+behavior&id=ED448312','ERIC'); return false;" href="https://eric.ed.gov/?q=impact+AND+promotion+AND+Consumer+AND+behavior&id=ED448312">Child Development. Teacher's Instructional Guide.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cheatham, Joyce This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year child development programs for Texas high school students. The following are among the items included: (1) introductory… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Bourke&pg=5&id=EJ870780','ERIC'); return false;" href="https://eric.ed.gov/?q=Bourke&pg=5&id=EJ870780">Professional Development and Teacher Aides in Inclusive Education Contexts: Where to from Here?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bourke, Patricia E. 2009-01-01 During the past 10 years in Australia teacher aides have been employed in mainstream schools as support personnel in special education intervention programmes, and their numbers are increasing. At the same time workplace reform in relation to inclusive education is impacting on their employment and deployment in schools to support students with… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4852887','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4852887">A Systematic Review of Reporting Tools Applicable to Sexual and Reproductive Health Programmes: Step 1 in Developing Programme Reporting Standards</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Ali, Moazzam; Chandra-Mouli, Venkatraman; Tran, Nhan; Gülmezoglu, A. Metin 2015-01-01 Background Complete and accurate reporting of programme preparation, implementation and evaluation processes in the field of sexual and reproductive health (SRH) is essential to understand the impact of SRH programmes, as well as to guide their replication and scale-up. Objectives To provide an overview of existing reporting tools and identify core items used in programme reporting with a focus on programme preparation, implementation and evaluation processes. Methods A systematic review was completed for the period 2000–2014. Reporting guidelines, checklists and tools, irrespective of study design, applicable for reporting on programmes targeting SRH outcomes, were included. Two independent reviewers screened the title and abstract of all records. Full texts were assessed in duplicate, followed by data extraction on the focus, content area, year of publication, validation and description of reporting items. Data was synthesized using an iterative thematic approach, where items related to programme preparation, implementation and evaluation in each tool were extracted and aggregated into a consolidated list. Results Out of the 3,656 records screened for title and abstracts, full texts were retrieved for 182 articles, out of which 108 were excluded. Seventy-four full text articles corresponding to 45 reporting tools were retained for synthesis. The majority of tools were developed for reporting on intervention research (n = 15), randomized controlled trials (n = 8) and systematic reviews (n = 7). We identified a total of 50 reporting items, across three main domains and corresponding sub-domains: programme preparation (objective/focus, design, piloting); programme implementation (content, timing/duration/location, providers/staff, participants, delivery, implementation outcomes), and programme evaluation (process evaluation, implementation barriers/facilitators, outcome/impact evaluation). Conclusions Over the past decade a wide range of tools have been developed </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26418859','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26418859">A Systematic Review of Reporting Tools Applicable to Sexual and Reproductive Health Programmes: Step 1 in Developing Programme Reporting Standards.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Kågesten, Anna; Tunçalp, Ӧzge; Ali, Moazzam; Chandra-Mouli, Venkatraman; Tran, Nhan; Gülmezoglu, A Metin 2015-01-01 Complete and accurate reporting of programme preparation, implementation and evaluation processes in the field of sexual and reproductive health (SRH) is essential to understand the impact of SRH programmes, as well as to guide their replication and scale-up. To provide an overview of existing reporting tools and identify core items used in programme reporting with a focus on programme preparation, implementation and evaluation processes. A systematic review was completed for the period 2000-2014. Reporting guidelines, checklists and tools, irrespective of study design, applicable for reporting on programmes targeting SRH outcomes, were included. Two independent reviewers screened the title and abstract of all records. Full texts were assessed in duplicate, followed by data extraction on the focus, content area, year of publication, validation and description of reporting items. Data was synthesized using an iterative thematic approach, where items related to programme preparation, implementation and evaluation in each tool were extracted and aggregated into a consolidated list. Out of the 3,656 records screened for title and abstracts, full texts were retrieved for 182 articles, out of which 108 were excluded. Seventy-four full text articles corresponding to 45 reporting tools were retained for synthesis. The majority of tools were developed for reporting on intervention research (n = 15), randomized controlled trials (n = 8) and systematic reviews (n = 7). We identified a total of 50 reporting items, across three main domains and corresponding sub-domains: programme preparation (objective/focus, design, piloting); programme implementation (content, timing/duration/location, providers/staff, participants, delivery, implementation outcomes), and programme evaluation (process evaluation, implementation barriers/facilitators, outcome/impact evaluation). Over the past decade a wide range of tools have been developed to improve the reporting of health research </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=introduction+AND+management&pg=6&id=EJ858838','ERIC'); return false;" href="https://eric.ed.gov/?q=introduction+AND+management&pg=6&id=EJ858838">Good Teachers Become Effective Head Teachers? Preparing for Headship in Cyprus</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nicolaidou, Maria; Georgiou, George 2009-01-01 In Cyprus, the introduction of management and leadership training programmes in education is still at an embryonic stage and is far from addressing the actual needs of Cypriot head teachers. Those responsible for organising inservice training programmes at the Pedagogical Institute conceded that the Cyprus educational system (CES) had failed due… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Using+AND+Multivariate+AND+Statistics&pg=6&id=EJ817365','ERIC'); return false;" href="https://eric.ed.gov/?q=Using+AND+Multivariate+AND+Statistics&pg=6&id=EJ817365">Turkish Student Teachers' Concerns about Teaching</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Boz, Yezdan 2008-01-01 The purpose of this study was to examine the teaching concerns of Turkish student teachers and how these concerns differ among year groups within the teacher education programme. Data were collected from 339 student teachers using the Teacher Concerns Checklist. Analysis of the data, including both descriptive statistics and multivariate analysis… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=core+AND+competency&pg=5&id=EJ989482','ERIC'); return false;" href="https://eric.ed.gov/?q=core+AND+competency&pg=5&id=EJ989482">Establishing a Portfolio Assessment Framework for Pre-Service Teachers: A Multiple Perspectives Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Denney, Maria K.; Grier, Jeanne M.; Buchanan, Merilyn 2012-01-01 In the field of initial teacher training, portfolios are widely used to assess pre-service teachers' performance as well as the outcomes of university-based teacher preparation programmes. However, little is known about the explicit design of portfolio assessment mechanisms in teacher preparation programmes. Issues related to the design and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=definition+AND+coaching+AND+mentoring&id=ED322118','ERIC'); return false;" href="https://eric.ed.gov/?q=definition+AND+coaching+AND+mentoring&id=ED322118">Mentoring. Developing Successful New Teachers.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bey, Teresa M., Ed.; Holmes, C. Thomas, Ed. This monograph contains an introduction, a recapitulation, and four papers on the concept of mentoring as an effective component of the induction program. The first paper, "Support for New Teachers" (Sandra J. Odell), develops the idea that a mentor must be an excellent classroom teacher, possess wisdom and skill in listening and questioning, and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=programme+AND+development&id=EJ1170553','ERIC'); return false;" href="https://eric.ed.gov/?q=programme+AND+development&id=EJ1170553">Developing the Developers: Supporting and Researching the Learning of Professional Development Facilitators</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Perry, Emily; Boylan, Mark 2018-01-01 Research on teacher professional development is extensive but there are fewer studies about the practitioners who facilitate professional development. Here we report on a pilot programme for professional development facilitators rooted in a cycle of action research. Informed by a categorisation of professional knowledge and skills of facilitators,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ted+AND+x&id=EJ1090486','ERIC'); return false;" href="https://eric.ed.gov/?q=ted+AND+x&id=EJ1090486">Pre-Service Primary Mathematics Teachers' Opportunities to Learn about School Mathematics Topics</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Al Zahrani, Yahya; Jones, Keith 2013-01-01 "Opportunity to learn" (OTL), a term first coined by Carroll (1963, 727) to capture the ''time allowed for learning'', is known to be a factor in successful learning during education programmes. In a major study of teacher preparation across 17 countries (the Teacher education and development study in mathematics, TEDS-M), Tatto et al.… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED442994.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED442994.pdf">Vocational Teacher Professional Development. Practice Application Brief No. 11.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brown, Bettina Lankard Teacher shortages, new technologies, and vocational certification demands are directing attention to the need for professional development of vocational education (VE) teachers. VE teachers can use various strategies to enhance their performance and effectiveness through professional development. Worksite experiences give VE teachers opportunities… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19689568','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19689568">A qualitative study of teacher's perceptions of an intervention to prevent conduct problems in Jamaican pre-schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Baker-Henningham, H; Walker, S 2009-09-01 There is a growing evidence base showing the efficacy of school-based interventions to prevent conduct problems but few evaluations have addressed teachers' perceptions of these programmes. Teachers' views on the acceptability, feasibility and usefulness of an intervention will influence implementation fidelity and programme sustainability and can help further our understanding of how the intervention works and how it may be improved. A pilot study of the Incredible Years Teacher Training Programme supplemented by a curriculum unit on social and emotional skills was conducted in inner-city pre-schools in Kingston, Jamaica. Three pre-schools comprising 15 classrooms participated in the intervention which involved seven monthly teacher workshops and 14 weekly child lessons in each class. At the end of the intervention in-depth individual interviews were conducted with each intervention teacher. Teachers reported benefits to their own teaching skills and professional development, to their relationships with children and to the behaviour, social-emotional competence and school readiness skills of the children in their class. Teachers also reported benefits to teacher-parent relationships and to children's behaviour at home. A hypothesis representing the teachers' perceptions of how the intervention achieved these benefits was developed. The hypothesis suggests that intervention effects were due to teachers' gains in skills and knowledge in three main areas: (1) a deeper understanding of young children's needs and abilities; (2) increased use of positive and proactive strategies; and (3) explicitly teaching social and emotional skills. These changes then led to the variety of benefits reported for teachers, children and parents. Teachers reported few difficulties in implementing the majority of strategies and strongly recommended wider dissemination of the intervention. The intervention was valued by Jamaican pre-school teachers and teachers felt they were able to </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22cognitive+aspect%22&pg=6&id=EJ1042924','ERIC'); return false;" href="https://eric.ed.gov/?q=%22cognitive+aspect%22&pg=6&id=EJ1042924">Teacher Educators' Professional Development: Towards a Typology of Teacher Educators' Researcherly Disposition</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tack, Hanne; Vanderlinde, Ruben 2014-01-01 Since the beginning of the twenty-first century, the need for teacher educators'--or those who teach the teachers--professional development became increasingly recognised in both policy and research literature. In this respect, a growing body of publications highly stress the teacher educators' task of engaging in research and becoming a teacher… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25346481','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25346481">The impact of a leadership development programme on nurses' self-perceived leadership capability.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Paterson, Karyn; Henderson, Amanda; Burmeister, Elizabeth 2015-11-01 This paper reports on the outcomes of a locally designed educational programme to support leadership capability of junior registered nurses. The Developing Leader Programme is an in-house programme delivered in three face-to-face workshops, comprising self-directed reflective and application activities. Surveys were used to evaluate self-perceived leadership capability over a 9-month period. The survey comprised a Leadership Capability Instrument adapted from two existing tools. Participants completed surveys at the commencement of the programme, after the third and final workshop and approximately 6 months afterwards. In addition, examples of descriptive accounts of programme activities submitted by individual participants were included to enrich data. Of 124 participants, 79 completed surveys at the first workshop, 28 at the final workshop and 31 were returned 6 months after completion of the programme. Mean scores for each area of leadership capability significantly improved throughout the duration of the programme (P < 0.001). Participants also indicated a willingness to enact leadership behaviours through reported activities. Survey responses indicated that participants perceived improved leadership capability after completing the Developing Leader Programme. Early educational intervention to facilitate the development of leadership skills as well as clinical skills in junior registered nurses can assist with how they interact with the team. Participation of junior registered nurses in a locally designed leadership programme can assist them to develop leadership behaviours for everyday practice. © 2014 John Wiley & Sons Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=2e&pg=6&id=EJ1042817','ERIC'); return false;" href="https://eric.ed.gov/?q=2e&pg=6&id=EJ1042817">Teacher Research as Professional Development for P-12 Music Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael 2014-01-01 The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active">24</li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active">25</li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5840560','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5840560">Impact of faculty development programs for positive behavioural changes among teachers: a case study</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> 2018-01-01 Purpose Faculty development (FD) is essential to prepare faculty members to become effective teachers to meet the challenges in medical education. Despite the growth of FD programmes, most evaluations were often conducted using short questionnaires to assess participants’ satisfaction immediately after they attended a programme. Consequently, there were calls for more rigorous evaluations based on observed changes in participants’ behaviours. Hence, this study aims to explore how the FD workshops run by the Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore have impacted behavioural changes in the educators. Methods We followed up with the educators at least half a year after they have attended the workshops. With limited literature as reference, we initiated a small-scale case-study research design involving semi-structured interviews with six educators which was triangulated with three focus group discussions with their students. This allowed us to explore behavioural changes among the educators as well as evaluate the feasibility of this research methodology. Results We identified three emerging categories among the educators: ignorance to awareness, from intuition to confirmation and expansion, and from individualism to community of practice. Conclusion Although FD have placed much emphasis on teaching and learning approaches, we found that the teacher-student interaction or human character components (passionate, willing to sacrifice, are open to feedback) in becoming a good educator are lacking in our FD workshops. PMID:29510604 </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1067641.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1067641.pdf">Teachers Helping Teachers: A Professional Development Model That Promotes Teacher Leadership</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ghamrawi, Norma 2013-01-01 This mixed methods study reports on the outcomes of a professional development model (PDM) developed by a K-12 private school in Beirut, Lebanon, after 3 years of its employment. Specifically, an evaluation of this PDM is provided with special emphasis on its potential of developing teacher leaders at school. The PDM embraces a constructivist… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=area+AND+52&pg=3&id=EJ1089593','ERIC'); return false;" href="https://eric.ed.gov/?q=area+AND+52&pg=3&id=EJ1089593">Measuring Teachers' Knowledge of Vocabulary Development and Instruction</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Duguay, Annie; Kenyon, Dorry; Haynes, Erin; August, Diane; Yanosky, Tiffany 2016-01-01 This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED266099.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED266099.pdf">The Development of Teacher Perspectives: Final Report.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tabachnick, B. Robert; Zeichner, Kenneth M. This longitudinal study of the development of perspectives toward teaching consists of three major phases: (1) an examination of the impact of the student teaching experience on the development of teacher perspectives; (2) an examination of the continuing development of teacher perspectives during the first year of teaching; and (3) further… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=qualified+AND+leads&pg=4&id=EJ889982','ERIC'); return false;" href="https://eric.ed.gov/?q=qualified+AND+leads&pg=4&id=EJ889982">Managing Current Developments in SEN and Inclusion: Developing Confidence in New Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Richards, Gill 2010-01-01 Developments in special and inclusive education have lead to increasing challenges for teachers. Initial Teacher Education has struggled to keep pace with these developments and equip all newly qualified teachers with the skills required to meet the needs of children with SEN. This paper reflects upon recent national initiatives designed to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=modularization&id=EJ969800','ERIC'); return false;" href="https://eric.ed.gov/?q=modularization&id=EJ969800">Teacher Education Curricula after the Bologna Process--A Comparative Analysis of Written Curricula in Finland and Estonia</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jakku-Sihvonen, Ritva; Tissari, Varpu; Ots, Aivar; Uusiautti, Satu 2012-01-01 During the Bologna process, from 2003 to 2006, degree programmes, including teacher education curricula, were developed in line with the two-tier system--the European Credit Transfer and Accumulation System (ECTS) and modularization. The purpose of the present study is to contribute to the development of teacher education profiling measures by… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013IREdu..59..217W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013IREdu..59..217W">Motivating teachers in the developing world: Insights from research with English language teachers in Oman</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Wyatt, Mark 2013-07-01 According to some commentators, targets set by the international community for bringing education to all children in developing countries are threatened by a teacher motivation crisis. For this crisis to be addressed, challenges to the motivation of teachers in such contexts need to be understood from perspectives both theoretical and comparative. Thus an analysis is required of the changes that have taken place particularly in countries whose education systems have developed rapidly in recent decades. Case studies of motivated teacher behaviour in such national contexts might be of relevance to educational reformers. Drawing upon the tenets of self-determination theory (SDT), this article begins by discussing the nature of the reported teacher motivation crisis in the developing world more generally. It then focuses on the Sultanate of Oman, highlighting recent historical developments there. Having thus set the scene, the author considers the extent to which negative environmental influences on teacher motivation in Oman have been addressed and then looks for evidence of intrinsic motivation in case studies of Omani English teachers. Returning to the developing world more generally, conclusions focus on how teachers' psychological needs for competence, autonomy and relatedness can be met through educational policies that reduce negative influences on teacher motivation and provide both inspiring professional development opportunities and work environments characterised by respect. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=5&id=EJ1112831','ERIC'); return false;" href="https://eric.ed.gov/?q=Teacher+AND+classroom+AND+practices&pg=5&id=EJ1112831">Korean EFL Teachers' Perceptions of the Impact of EFL Teacher Education upon Their Classroom Teaching Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yook, Cheongmin; Lee, Yong-hun 2016-01-01 This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers' classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=barriers+AND+implementing&pg=4&id=EJ1010814','ERIC'); return false;" href="https://eric.ed.gov/?q=barriers+AND+implementing&pg=4&id=EJ1010814">Teachers' Perceptions of a Community Participation Programme for Preschoolers with Autism</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mak, Candice; Zhang, Kaili Chen 2013-01-01 Preschoolers with autism face a number of challenges in integrating into different community activities owing to behavioural, communication and emotional concerns. Since the year 2009, the Hong Kong Heep Hong Society has developed a training programme for enhancing community participation among individuals with autism. The current project reports… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=results&pg=3&id=EJ1096351','ERIC'); return false;" href="https://eric.ed.gov/?q=results&pg=3&id=EJ1096351">RE Student Teachers' Professional Development: Results, Reflections and Implications</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ubani, Martin 2016-01-01 This article discusses some issues related to the professional development of Religious Education (RE) student teachers in initial teacher education based on empirical results on the development of the pedagogical thinking of Finnish RE student teachers during their teacher education. The article begins by describing the concept of professionalism… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21614606','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21614606">Attitude of parents and teachers towards adolescent reproductive and sexual health education.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Nair, M K C; Leena, M L; Paul, Mini K; Pillai, H Vijayan; Babu, George; Russell, P S; Thankachi, Yamini 2012-01-01 To assess parents' and teachers' attitude towards Adolescent Reproductive Sexual Health Education (ARSHE). The study group consisted of a random sample of 795 parents and 115 teachers belonging to three urban schools (one boys only, one girls only and one co-education) and one co-education rural school at Thiruvananthapuram district, Kerala, where an ICMR supported ARSHE intervention programme was done subsequently. A self-administered questionnaire for parents and teachers developed by an ICMR taskforce for ARSHE programme was used to assess their opinion on the need, content and the appropriate person to provide adolescent reproductive sexual health education in a school setting. 65.2% of parents and 40.9% teachers have not discussed growth and development issues with their adolescents. Only 5.2% teachers and 1.1% parents discussed sexual aspects with adolescents. 44% of parents agreed that information on HIV/AIDS/STD should be provided. More than 50% of parents were not sure whether information on topics like masturbation, dating, safe sex, contraceptives, pregnancy, abortion and childcare should be provided to adolescents. Results pointed out the need for introducing reproductive and sexual education in the school setting. Only 1.1% of parents and 5.2% teachers actually discussed sexual aspects with adolescents which highlights the need for parent and teacher awareness programs before ARSHE is introduced in the schools. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1133793.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1133793.pdf">Dimensions of Professional Growth in Work- Related Teacher Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Aarto-Pesonen, Leena; Tynjälä, Päivi 2017-01-01 This article conceptualises adult learners' professional growth in a tailored, work-related, teacher-qualification programme in physical education. The study data consisted of the reflectivelearning diaries of 20 adult learners during a 2-year tertiary and work-related teacher-qualification programme. The data were analysed using data-driven open… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS1015d2051K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS1015d2051K">Information technologies for taking into account risks in business development programme</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Kalach, A. V.; Khasianov, R. R.; Rossikhina, L. V.; Zybin, D. G.; Melnik, A. A. 2018-05-01 The paper describes the information technologies for taking into account risks in business development programme, which rely on the algorithm for assessment of programme project risks and the algorithm of programme forming with constrained financing of high-risk projects taken into account. A method of lower-bound estimate is suggested for subsets of solutions. The corresponding theorem and lemma and their proofs are given. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ963936.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ963936.pdf">Applying Constructionist Principles to Online Teacher Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ostashewski, Nathaniel; Moisey, Susan; Reid, Doug 2011-01-01 This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=openmindedness&pg=5&id=EJ796251','ERIC'); return false;" href="https://eric.ed.gov/?q=openmindedness&pg=5&id=EJ796251">Critical Thinking Tendencies among Teacher Candidates</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Genc, Salih Zeki 2008-01-01 The study aims to determine critical thinking tendencies among teacher candidates. 720 students from primary school teaching department (Primary School Teaching Programme, Science Teaching Programme and Pre-School Teaching Programme) form the sample of the study. When the gender and age distributions were investigated, 253 candidates are males and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22sense+of+agency%22&pg=4&id=EJ1026362','ERIC'); return false;" href="https://eric.ed.gov/?q=%22sense+of+agency%22&pg=4&id=EJ1026362">Differences in Pedagogical Understanding among Student-Teachers in a Four-Year Initial Teacher Education Programme</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cheng, May M. H.; Tang, Sylvia Y. F.; Cheng, Annie Y. N. 2014-01-01 As teacher educators, preparing student-teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students' needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18712939','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18712939">Talent identification and development programmes in sport : current models and future directions.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Vaeyens, Roel; Lenoir, Matthieu; Williams, A Mark; Philippaerts, Renaat M 2008-01-01 Many children strive to attain excellence in sport. However, although talent identification and development programmes have gained popularity in recent decades, there remains a lack of consensus in relation to how talent should be defined or identified and there is no uniformly accepted theoretical framework to guide current practice. The success rates of talent identification and development programmes have rarely been assessed and the validity of the models applied remains highly debated. This article provides an overview of current knowledge in this area with special focus on problems associated with the identification of gifted adolescents. There is a growing agreement that traditional cross-sectional talent identification models are likely to exclude many, especially late maturing, 'promising' children from development programmes due to the dynamic and multidimensional nature of sport talent. A conceptual framework that acknowledges both genetic and environmental influences and considers the dynamic and multidimensional nature of sport talent is presented. The relevance of this model is highlighted and recommendations for future work provided. It is advocated that talent identification and development programmes should be dynamic and interconnected taking into consideration maturity status and the potential to develop rather than to exclude children at an early age. Finally, more representative real-world tasks should be developed and employed in a multidimensional design to increase the efficacy of talent identification and development programmes. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=chemistry+AND+enhanced&id=EJ1092036','ERIC'); return false;" href="https://eric.ed.gov/?q=chemistry+AND+enhanced&id=EJ1092036">Teacher Design in Teams as a Professional Development Arrangement for Developing Technology Integration Knowledge and Skills of Science Teachers in Tanzania</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke 2016-01-01 This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=precalculus&pg=2&id=EJ1145901','ERIC'); return false;" href="https://eric.ed.gov/?q=precalculus&pg=2&id=EJ1145901">Supporting Teachers' Understandings of Function through Online Professional Development</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Silverman, Jason 2017-01-01 This article explores one segment of an extended research and development project that was conducted to better understand the ways online teacher professional development can support teachers' development of deep and connected mathematical understandings. In particular, this article discusses teachers' understandings of the concept of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teacher+AND+identity&pg=6&id=EJ1170449','ERIC'); return false;" href="https://eric.ed.gov/?q=teacher+AND+identity&pg=6&id=EJ1170449">Identity Development: What I Notice about Myself as a Teacher</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ó Gallchóir, Ciarán; O'Flaherty, Joanne; Hinchion, Carmel 2018-01-01 Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers' meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers' meaning making of… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active">25</li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div class="footer-extlink text-muted" style="margin-bottom:1rem; text-align:center;">Some links on this page may take you to non-federal websites. 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