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training</title> <meta name="description" content="Search results for: teacher training"> <meta name="keywords" content="teacher training"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="teacher training"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5004</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teacher training</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5004</span> Methodological Support for Teacher Training in English Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Comfort%20Aina">Comfort Aina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern English, as we all know it to be a foreign language to many, will require training and re-training on the path of the teacher and learners alike. As a teacher, you cannot give that which you do not have. Teachers, many of whom are non-native speakers, are required to be competent in solving problems occurring in the teaching and learning processes. They should be conscious of up to date information about new approaches, methods, techniques as well as they should be capable in the use of information and communication technology (ICT) and, of course, should work on the improvement of their language components and competence. For teachers to be successful in these goals, they need to be encouraged and motivated. So, for EFL teachers to be successful, they are enrolled to in-service teacher training, ICT training, some of the training they undergo and the benefits accrued to it will be the focus of the paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=method" title=" method"> method</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a> </p> <a href="https://publications.waset.org/abstracts/159609/methodological-support-for-teacher-training-in-english-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5003</span> Changes in Vocational Teacher Training in Hungary: Challenges and Possibilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anetta%20Bacsa-B%C3%A1n">Anetta Bacsa-Bán</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The training of vocational education teachers in Hungary was a special training system before the Bologna system, but under the influence of the Bologna system, the structure and content of the training changed significantly. The training of vocational teachers, including engineering teachers and vocational trainers, is considerably different when compared to the training of public education teachers. This study aims to present these differences and peculiarities, problems and issues of the training as well as to outline the possibilities of further development. During the study, the following methods were implemented: empirical research among students and graduates of vocational teacher training, as well as analysis of the relevant literature. The study summarizes the research and theoretical results related to vocational education and training (VET) teacher training over the past 15 years, with the aim of developing the training and mapping new directions in the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20teacher" title="vocational teacher">vocational teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20instructors" title=" technical instructors"> technical instructors</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20vocational%20instructors" title=" technical vocational instructors"> technical vocational instructors</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical%20aspects" title=" theoretical aspects"> theoretical aspects</a> </p> <a href="https://publications.waset.org/abstracts/142608/changes-in-vocational-teacher-training-in-hungary-challenges-and-possibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142608.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">257</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5002</span> Effectiveness of Teacher Training in Bangladeshi Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabina%20Mohsin">Sabina Mohsin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The need for grounding of teachers and the trend of using innovative ways to deal with students of various abilities in schools, colleges and universities has always been essential in any part of the world. Teacher edification programs, and qualifications standards, all too repeatedly lack enough rigidity, extensiveness and profundity, resulting in high levels of unskilled teachers and squat student performance. Accordingly, the solution, from this viewpoint, lies in making the entry and training necessities for teaching deeper and more exact. Teachers’ continuous professional development is necessary to reach all kinds of learners in class. The training provided is a direct opportunity for new teachers to interact better and motivate students in a two way discussion class. The intention of the study was to scrutinize whether the teachers’ training played an important role to fabricate lectures and classroom activities and reflected the objectives of the training provided in various schools and universities. It also aims to examine the current practices used in the various teacher training programs and if there is any other method that can be associated to enhance the effectiveness of these programs further. This research uses qualitative data collected from interviews, peer discussions, classroom observations, reviews, feedback of students and teachers to study teacher training and teaching methods used in school and universities in Bangladesh. The study finds teacher training to be effective though it has some limitations. It also includes some suggestions to make teacher training more effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=current%20practices%20in%20teacher%20training" title="current practices in teacher training">current practices in teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=enhancing%20effectiveness" title=" enhancing effectiveness"> enhancing effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=limitation" title=" limitation"> limitation</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20motivation" title=" student motivation"> student motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/38357/effectiveness-of-teacher-training-in-bangladeshi-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38357.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5001</span> Implementing Teacher Students’ Coaching in Practical Periods of University Teacher Education: The Significance of Training Cultures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rahm%20Sibylle">Rahm Sibylle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The core element in most European teacher training concepts consists in practical periods where teacher students may review the chosen profession before going on to their theoretical studies. In Germany, teacher students learn in practical studies about everyday teaching and learning in schools. Teacher students appreciate opportunities to explore school practice and to feel responsible for students’ learning. In practical studies, teacher students often idealize their teacher mentors (and consequently tend to imitate their teaching style) or contrarily feel disappointed about school practice. Concepts of empowerment through practical experience in school-based academic teacher training have to be developed. Our Swiss-German research project COPRA (Coaching in practical periods; funded by the Swiss National Science Foundation (SNF) and the German Research Foundation (DFG), aims at gaining resilient results about the effectiveness of (peer) coaching in practical school periods. To explore innovative ways of accompanying novice teachers in practical periods we consider different cultures of teacher training institutions. School cultures, including teachers’ beliefs and teaching traditions involve different training cultures as starting positions for our intervention study. In our qualitative study, we describe typologies of teacher training institutions by analyzing group discussions with teacher students, mentor teachers and university lecturers concerning participation, cooperation, and relationships. In our paper, we present the design of our intervention study, our coaching concept as well as typologies of teacher training cultures. We discuss opportunities for teacher students to learn through domain-specific (peer) coaching on the background of these typologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20training%20%28practical%20periods%29" title="teacher training (practical periods)">teacher training (practical periods)</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20students%27%20coaching" title=" teacher students' coaching"> teacher students' coaching</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20cultures%20%28typologies%29" title=" training cultures (typologies)"> training cultures (typologies)</a>, <a href="https://publications.waset.org/abstracts/search?q=COPRA%20%28coaching%20in%20practical%20periods%29" title=" COPRA (coaching in practical periods)"> COPRA (coaching in practical periods)</a> </p> <a href="https://publications.waset.org/abstracts/69867/implementing-teacher-students-coaching-in-practical-periods-of-university-teacher-education-the-significance-of-training-cultures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5000</span> The Reflection on Pre-Service Teacher Training Program in Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sumalee%20Tientongdee">Sumalee Tientongdee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pre-service teacher training program at Suan Sunandha Rajabhat University, Bankgok Thailand has been provided for undergraduate students for more than 80 years. It was established as the first teacher college in the country. The pre-service teacher program in science education is considered as one of the new training programs to prepare pre-service teacher to teach science in secondary school level. The need of program assessment is strongly important. Therefore, this study was conducted to gain the opinions and recommendations from the principals, in-service teachers, and mentoring teachers from the partnership schools of Bangkok. The invited 120 participants for the annual meeting was hold in May 2017. The focus group discussion and questionnaires were used to collect the data during the reflection session. The content analysis was used to analyze the qualitative data. The results showed that the pre-service teacher training program in science education should improve students’ creative thinking skill, service mind, personality, and attitudes toward teaching science career. Also, the future science teachers must be able to teach in English to have more opportunities to teach science in Southeast Asian countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20training%20program" title="pre-service teacher training program">pre-service teacher training program</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a> </p> <a href="https://publications.waset.org/abstracts/83060/the-reflection-on-pre-service-teacher-training-program-in-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4999</span> AI-Powered Personalized Teacher Training for Enhancing Language Teaching Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ororho%20Maureen%20Ekpelezie">Ororho Maureen Ekpelezie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates language educators' perceptions and experiences regarding AI-driven personalized teacher training modules in Awka South, Anambra State, Nigeria. Utilizing a stratified random sampling technique, 25 schools across various educational levels were selected to ensure a representative sample. A total of 1000 questionnaires were distributed among language teachers in these schools, focusing on assessing their perceptions and experiences related to AI-driven personalized teacher training. With an impressive response rate of 99.1%, the study garnered valuable insights into language teachers' attitudes towards AI-driven personalized teacher training and its effectiveness in enhancing language teaching competence. The quantitative analysis revealed predominantly positive perceptions towards AI-driven personalized training modules, indicating their efficacy in addressing individual learning needs. However, challenges were identified in the long-term retention and transfer of AI-enhanced skills, underscoring the necessity for further refinement of personalized training approaches. Recommendations stemming from these findings emphasize the need for continued refinement of training methodologies and the development of tailored professional development programs to alleviate educators' concerns. Overall, this research enriches discussions on the integration of AI technology in teacher training and professional development, with the aim of bolstering language teaching competence and effectiveness in educational settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20training" title="language teacher training">language teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=AI-driven%20personalized%20learning" title=" AI-driven personalized learning"> AI-driven personalized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20competence" title=" language teaching competence"> language teaching competence</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20teacher%20training" title=" personalized teacher training"> personalized teacher training</a> </p> <a href="https://publications.waset.org/abstracts/186990/ai-powered-personalized-teacher-training-for-enhancing-language-teaching-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">39</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4998</span> Teacher Education and Curriculum Innovation in Nigeria: Issues and Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20Uzochukwu%20Ezugwu">Kenneth Uzochukwu Ezugwu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The quest for adequate teacher education is a serious task for the educational system in Nigeria because teachers are the major translators of education programmes in the classroom. The production of well trained teachers will enhance quality of the products of the school system. It is in this respect that the national policy on education posited that no educational system can rise above the quality of teachers. It is in the light of the above that this paper discusses and brought to the fore certain issues as the re-introduction of teacher training colleges, competitive entry requirement into teacher education and continuous on-the-job training as areas of needed innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20innovation" title="curriculum innovation">curriculum innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=issues" title=" issues"> issues</a>, <a href="https://publications.waset.org/abstracts/search?q=perspectives" title=" perspectives"> perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/22658/teacher-education-and-curriculum-innovation-in-nigeria-issues-and-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22658.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">600</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4997</span> University Arabic/Foreign Language Teacher's Competences, Professionalism and the Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Heider">Abeer Heider</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article considers the definitions of teacher’s competences and professionalism from different perspectives of Arab and foreign scientists. A special attention is paid to the definition, classification of the stages and components of University Arabic /foreign language teacher’s professionalism. The results of the survey are offered and recommendations are given. In this paper, only some of the problems of defining professional competence and professionalism of the university Arabic/ foreign language teacher have been mentioned. It needs much more analysis and discussion, because the quality of training today’s competitive and mobile students with a good knowledge of foreign languages depends directly on the teachers’ professional level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20professional%20competences" title="teacher’s professional competences">teacher’s professional competences</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%2F%20foreign%20language%20teacher%E2%80%99s%20professionalism" title=" Arabic/ foreign language teacher’s professionalism"> Arabic/ foreign language teacher’s professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20evaluation" title=" teacher evaluation"> teacher evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title=" teacher quality"> teacher quality</a> </p> <a href="https://publications.waset.org/abstracts/41881/university-arabicforeign-language-teachers-competences-professionalism-and-the-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4996</span> Perceived Needs on Teaching-Learning Activities among Basic Education Teachers as Reflected in Their In-Service Teacher Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristie%20Ann%20Jaca-Delfin">Cristie Ann Jaca-Delfin</a>, <a href="https://publications.waset.org/abstracts/search?q=Felino%20Javines%20Jr."> Felino Javines Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers especially those who are teaching elementary and high school students need to upgrade their teaching practices in order to become effective and efficient facilitators of learning. It is in this context that this study is conducted in order to present the perceived teaching-learning activities needs among basic education teachers in the three campuses of the University of San Carlos, Cebu City, the Philippines as expressed during their In-Service Teacher Training. The study employed the quantitative-qualitative research design and used the researcher-made survey questionnaire to look into the ten items under Teaching-Learning Activities to determine which item teachers need to be trained and retrained on. The data were solicited during the teachers’ In-Service Teacher Training period conducted in May 2015. It was found out that designing interesting and meaningful classroom activities, strategies in teaching and assessment procedures were identified as the most needed areas teachers want to be included in their in-service training. As these expressed needs were identified, the teachers’ in-service training must a venue for teachers’ instructional development needs to be addressed so as to maximize the students’ learning outcomes <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=in-service%20teacher%20training" title="in-service teacher training">in-service teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20needs" title=" perceived needs"> perceived needs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching-learning%20activities" title=" teaching-learning activities"> teaching-learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/87715/perceived-needs-on-teaching-learning-activities-among-basic-education-teachers-as-reflected-in-their-in-service-teacher-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87715.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4995</span> Training Can Increase Knowledge and Skill of Teacher's on Measurement and Assessment Nutritional Status Children </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Herawati%20Tri%20Siswati">Herawati Tri Siswati</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurhidayat%20Ana%20S%C4%B1d%C4%B1k%20Fatimah"> Nurhidayat Ana Sıdık Fatimah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Indonesia Basic Health Research, 2013 showed that prevalence of stunting of 6–12 children years old was 35,6%, wasting was 12,2% and obesiy was 9,2%. The Indonesian Goverment have School Health Program, held in coordination, plans, directing and responsible, developing and implement health student. However, it's implementation still under expected, while Indonesian Ministry of Health has initiated the School Health Program acceleration. This aimed is to know the influencing of training to knowledge and skill of elementary school teacher about measurement and assesment nutrirional status children. The research is quasy experimental with pre-post design, in Sleman disctrict, Yogyakarta province, Indonesia, 2015. Subject was all of elementary school teacher’s who responsible in School Health Program in Gamping sub-district, Sleman, Yogyakarta, i.e. 32 persons. The independent variable is training, while the dependent variable are teacher’s klowledge and skill on measurement and assesment nutrirional status children. The data was analized by t-test. The result showed that the knowledge score before training is 31,6±9,7 and after 56,4±12,6, with an increase 24,8±15,7, and p=0.00. The skill score before training is 46,6±11,1 and after 61,7±13, with an increase 15,2±14,2, p = 0.00. Training can increase the teacher’s klowledge and skill on measurement and assesment nutrirional status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20health%20program" title=" school health program"> school health program</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20status" title=" nutritional status"> nutritional status</a>, <a href="https://publications.waset.org/abstracts/search?q=children." title=" children."> children.</a> </p> <a href="https://publications.waset.org/abstracts/45039/training-can-increase-knowledge-and-skill-of-teachers-on-measurement-and-assessment-nutritional-status-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4994</span> Pupil with Special Educational Needs Camouflaging and Teacher Training of University Teaching Staff: Practical Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Mercedes%20Vernia%20Carrasco">Ana Mercedes Vernia Carrasco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this work is to reflect through the theoretical framework on the access to the university for the formation of a degree in a teacher of primary education. The University Access Tests in Spain evaluate a series of skills and competencies in writing, which leave aside the sample of another set of skills and tools that this type of test cannot evaluate. In the last years, a very much diversified student body has arrived in the classrooms of the Universities. Nowadays, talking about special education means attending to the changes that are being experienced in this area. At present, the educational model focuses on the reinforcement by the educational institutions so that they form the students according to their personal characteristics and that it is not the students that must adapt to the system. A bibliographic review plus some years of experience in training for the future teacher allows us to make an initial assessment about the lack of rigor in the tests of access to the university. In conclusion, we can say that, although we are not a specialist in the type of Special Educational Needs that can manifest the students, therefore, we understand that teacher today needs training and support to develop their teaching with the best quality possible. These teacher and student needs also imply more institutional support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics" title=" didactics"> didactics</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a> </p> <a href="https://publications.waset.org/abstracts/154381/pupil-with-special-educational-needs-camouflaging-and-teacher-training-of-university-teaching-staff-practical-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154381.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4993</span> Teacher Knowledge: Unbridling Teacher Agency in the Context of Professional Development for Transformative Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bernice%20Badal">Bernice Badal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article addresses a persistent challenge related to teacher agency in knowledge acquisition in professional development (PD) workshops in contexts of educational change, given that scholarship identifies a need for more teacher involvement and amplification of teacher's voices. Theoretical concepts are drawn from Bandura’s Social cognitive theory, incorporating the triadic causation model of agency to examine the reciprocal nature of the context, teacher characteristics, and systemic influences that shape how knowledge is transmitted and acquired in PD workshops. This qualitative study, using a mix of classroom observations and interviews, explored the political, contextual, and personal characteristics of teacher agency in PD through an analysis of data extracted from a PhD study. The narratives of six teachers from three township schools are examined to show how PD efforts in South Africa have failed to take account of the holistic development of teacher agency in knowledge dissemination and how this shapes teacher self-efficacy beliefs about being able to masterfully apply the tenets of the reform. Agency, teacher voice, and contextual considerations were used as markers of the quality of the training provided to understand how knowledge is acquired and meaning is made. The findings suggest that systemic influences of institutionally imposed PD offer partial understandings of the reform, which is offered in traditional formats that do not consider teacher empowerment in knowledge production and the development of teacher agency. Common in all the participants’ responses is the need for more information and training on the prescribed approach for teaching English as a second language; however, this paper holds the view that more information may not solve teachers’ dilemmas. Accordingly, it recommends a restructuring of the programme with facilitators being more cognisant of teacher agency for the development of transformative teachers. The findings of the study contribute to the field of teacher knowledge, teacher training, and professional development in the context of educational reforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title="teacher professional development">teacher professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20voice" title=" teacher voice"> teacher voice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20agency" title=" teacher agency"> teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20reforms" title=" educational reforms"> educational reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20knowledge" title=" teacher knowledge"> teacher knowledge</a> </p> <a href="https://publications.waset.org/abstracts/177778/teacher-knowledge-unbridling-teacher-agency-in-the-context-of-professional-development-for-transformative-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177778.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4992</span> Library Technologies and the Place of College Libraries in Teacher Training: Present Realities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tony%20Ikponmwosa%20Obaseki">Tony Ikponmwosa Obaseki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper studied Colleges of education environments with specific insight at available technologies in college libraries with the objective of ascertaining the services rendered and the impact of information services on teacher trainings in the overall development and benefit of the educational ecosystem. Problems were situated and assumptions formulated made to guide the study proper. Twelve (12) Colleges of education environment from the six geopolitical zones in Nigeria were comparatively studied, using twelve (12) librarians and six hundred (600) randomly selected training teachers. Analysis and presentation of findings will be done using well stated scientific procedures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=library" title="library">library</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20library" title=" digital library"> digital library</a>, <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title=" colleges of education"> colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20ecosystem" title=" education ecosystem"> education ecosystem</a> </p> <a href="https://publications.waset.org/abstracts/167948/library-technologies-and-the-place-of-college-libraries-in-teacher-training-present-realities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4991</span> Teacher Trainers’ Motivation in Transformation of Teaching and Learning: The Fun Way Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Gananthan%20M.%20Nadarajah"> Gananthan M. Nadarajah</a>, <a href="https://publications.waset.org/abstracts/search?q=Noraini%20Abd%20Rahim"> Noraini Abd Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Amy%20Wong%20On%20Mei"> Amy Wong On Mei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to investigate the level of intrinsic motivation of trainers after attending a Continuous Professional Development Course (CPD) organized by Institute of Teacher Training Malaysia titled, ‘Transformation of Teaching and Learning the Fun Way’. This study employed a survey whereby 96 teacher trainers were given Situational Intrinsic Motivational Scale (SIMS) Instruments. Confirmatory factor analysis was carried out to get validity of this instrument in local setting. Data were analyzed with SPSS for descriptive statistic. Semi structured interviews were also administrated to collect qualitative data on participants experiences after participating in the two-day fun-filled program. The findings showed that the participants’ level of intrinsic motivation showed higher mean than the amotivation. The results revealed that the intrinsic motivation mean is 19.0 followed by Identified regulation with a mean of 17.4, external regulation 9.7 and amotivation 6.9. The interview data also revealed that the participants were motivated after attending this training program. It can be concluded that this program, which was organized by Institute of Teacher Training Malaysia, was able to enhance participants’ level of motivation. Self-Determination Theory (SDT) as a multidimensional approach to motivation was utilized. Therefore, teacher trainers may have more success using the ‘The fun way approach’ in conducting training program in future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title="teaching and learning">teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20trainer" title=" teacher trainer"> teacher trainer</a>, <a href="https://publications.waset.org/abstracts/search?q=SDT" title=" SDT"> SDT</a> </p> <a href="https://publications.waset.org/abstracts/37347/teacher-trainers-motivation-in-transformation-of-teaching-and-learning-the-fun-way-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37347.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">461</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4990</span> Training the Competences for the 'Expert Teacher': A Framework of Skills for Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Cramerotti">Sofia Cramerotti</a>, <a href="https://publications.waset.org/abstracts/search?q=Angela%20Cattoni"> Angela Cattoni</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Biancato"> Laura Biancato</a>, <a href="https://publications.waset.org/abstracts/search?q=Dario%20Ianes"> Dario Ianes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recognition of specific standards for new professionals, within the teaching profile, is a necessary process in order to foster an innovative school vision in accordance with the change that school is experiencing. In line with the reform of the national education and training system and with the National Training Plan for teachers, our Research and Development department developed a training project based on a framework (Syllabus) of skills that each 'Expert Teacher' should master in order to fulfill what the different specific profiles request. The syllabus is a fundamental tool for a training process consistent with the teaching profiles, both to guide the to-become teachers entering in service and to provide the in-service teachers with a system of evaluation and improvement of their skills. According to the national and international literature about professional standards for teachers, we aggregated the skills of the syllabus in three macro areas: (1) Area of professional skills related to the teacher profile and their continuous training; (2) area of teaching skills related to the school innovation; (3) area of organizing skills related to school participation for its improvement. The syllabus is a framework that identifies and describes the skills of the expert teacher in all of their roles. However, the various skills take on different importance in the different profiles involved in the school; some of those skills are determining a role, others could be secondary. Therefore, the characterization of the different profiles is represented by suitably weighted skills sets. In this way, the same skill could differently characterize each profile. In the future, we hope that the skills development and training for the teacher could evolve in a skills development and training for the whole school staff ('Expert Team'). In this perspective, the school will, therefore, benefit from a solid team, in which the skills of the various profiles are all properly developed and well represented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=framework" title="framework">framework</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/90160/training-the-competences-for-the-expert-teacher-a-framework-of-skills-for-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4989</span> The Pedagogical Integration of Digital Technologies in Initial Teacher Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V%C3%A2nia%20Gra%C3%A7a">Vânia Graça</a>, <a href="https://publications.waset.org/abstracts/search?q=Paula%20Quadros-Flores"> Paula Quadros-Flores</a>, <a href="https://publications.waset.org/abstracts/search?q=Altina%20Ramos"> Altina Ramos </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of Digital Technologies in teaching and learning processes is currently a reality, namely in initial teacher training. This study aims at knowing the digital reality of students in initial teacher training in order to improve training in the educational use of ICT and to promote digital technology integration strategies in an educational context. It is part of the IFITIC Project "Innovate with ICT in Initial Teacher Training to Promote Methodological Renewal in Pre-school Education and in the 1st and 2nd Basic Education Cycle" which involves the School of Education, Polytechnic of Porto and Institute of Education, University of Minho. The Project aims at rethinking educational practice with ICT in the initial training of future teachers in order to promote methodological innovation in Pre-school Education and in the 1st and 2nd Cycles of Basic Education. A qualitative methodology was used, in which a questionnaire survey was applied to teachers in initial training. For data analysis, the techniques of content analysis with the support of <em>NVivo</em> <em>software</em> were used. The results point to the following aspects: a) future teachers recognize that they have more technical knowledge about ICT than pedagogical knowledge. This result makes sense if we consider the objective of Basic Education, so that the gaps can be filled in the Master's Course by students who wish to follow the teaching; b) the respondents are aware that the integration of digital resources contributes positively to students' learning and to the life of children and young people, which also promotes preparation in life; c) to be a teacher in the digital age there is a need for the development of digital literacy, lifelong learning and the adoption of new ways of teaching how to learn. Thus, this study aims to contribute to a reflection on the teaching profession in the digital age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20technologies" title="digital technologies">digital technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=initial%20teacher%20training" title=" initial teacher training"> initial teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20use%20of%20ICT" title=" pedagogical use of ICT"> pedagogical use of ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a> </p> <a href="https://publications.waset.org/abstracts/130818/the-pedagogical-integration-of-digital-technologies-in-initial-teacher-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130818.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4988</span> Development of Distance Training Packages for Teacher on Education Management for Learners with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jareeluk%20Ratanaphan">Jareeluk Ratanaphan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposed of this research were; 1. To survey the teacher’s needs on knowledge about special education management for special needs student 2. Development of distance training packages for teacher on special education management for special needs student 3. to study the effects of using the packages on trainee’s achievement 4. to study the effects of using the packages on trainee’s opinion on the distance training packages. The design of the experiment was research and development. The research sample for survey were 86 teachers, and 22 teachers for study the effects of using the packages on achievement and opinion. The research instrument comprised: 1) training packages on special education management for special needs student 2) achievement test 3) questionnaire. Mean, percentage, standard deviation, t-test and content analysis were used for data analysis. The findings of the research were as follows: 1. The teacher’s needs on knowledge about teaching for a learner with learning disability, mental retardation, autism, physical and health impairment and research in special education. 2. The package composed of special education management for special needs student document and manual of distance training packages. The document consisted by the name of packages, the explanation for the educator, content’s structure, concept, objectives, content and activities. Manual of distance training packages consisted by the explanation about a document, objectives, explanation about using the package, training schedule, and evaluation. The efficiency of packages was established at 79.50/81.35. 3. The results of using the packages were the posttest average scores of trainee’s achievement were higher than the pretest. 4. The trainee’s opinion on the package was at the highest level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20training%20package" title="distance training package">distance training package</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20with%20special%20needs" title=" learner with special needs"> learner with special needs</a> </p> <a href="https://publications.waset.org/abstracts/28678/development-of-distance-training-packages-for-teacher-on-education-management-for-learners-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28678.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4987</span> A Case Study: Teachers Education Program in a Global Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=In%20Hoi%20Lee">In Hoi Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Seong%20Baeg%20Kim"> Seong Baeg Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Je%20Eung%20Jeon"> Je Eung Jeon</a>, <a href="https://publications.waset.org/abstracts/search?q=Gwang%20Yong%20Choi"> Gwang Yong Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Joo%20Sub%20Lee"> Joo Sub Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Ik%20Sang%20Kim"> Ik Sang Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, the interest of globalization in the field of teacher education has increased. In the U.S., the government is trying to enhance the quality of education through a global approach in education. To do so, the schools in the U.S. are recruiting teachers with global capability from countries like Korea where competent teachers are being trained. Meanwhile, in the case of Korea, although excellent teachers have been cultivated every year, due to a low birth rate it is not easy to become a domestic teacher. To solve the trouble that the two countries are facing, the study first examines the demand and necessity of globalization in the field of teacher education between Korea and the U.S. Second, we propose a new project, called the ‘Global Teachers University (GTU)’ program to satisfy the demands of both countries. Finally, we provide its implications to build the future educational cooperation for teacher training in a global context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20cooperation" title="educational cooperation">educational cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20education%20program" title=" teachers education program"> teachers education program</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training%20institutions" title=" teacher training institutions"> teacher training institutions</a> </p> <a href="https://publications.waset.org/abstracts/3525/a-case-study-teachers-education-program-in-a-global-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">501</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4986</span> A Review of the Long Term Effects of In-Service Training Towards Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meenakshi%20Srivastava">Meenakshi Srivastava</a>, <a href="https://publications.waset.org/abstracts/search?q=Anke%20A.%20De%20Boer"> Anke A. De Boer</a>, <a href="https://publications.waset.org/abstracts/search?q=Sip%20Jan%20Pij"> Sip Jan Pij</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher’s preparedness towards special educational needs (SEN) of the students in regular schools is an important factor in making education inclusive as a goal to provide education for all. The current study measured the long term effects of an in-service teacher training programme which focused on the inclusion of students with a range of SEN. The programme was on three particular aspects: teachers’ attitudes, their knowledge about SEN and knowledge about teaching methods. A refresher course was also organized for participants of the initial training programme. The long term effects were examined by teachers using a self-report questionnaire (n = 38). The wider effects of the initial training were recorded by interviewing school principals (n = 4). Repeated measures of ANOVA revealed significant effects: more positive attitudes and increased knowledge about SEN among teachers who took the refresher course (n = 18) compared to those who had not (n = 19). Principals also found a more positive attitude, sensitivity and increased awareness about SEN among the participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20special%20educational%20needs" title=" students with special educational needs"> students with special educational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=follow-up" title=" follow-up"> follow-up</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes%20change" title=" attitudes change"> attitudes change</a> </p> <a href="https://publications.waset.org/abstracts/104453/a-review-of-the-long-term-effects-of-in-service-training-towards-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104453.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4985</span> Learner Autonomy Transfer from Teacher Education Program to the Classroom: Teacher Training is not Enough</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ira%20Slabodar">Ira Slabodar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autonomous learning in English as a Foreign Language (EFL) refers to the use of target language, learner collaboration and students’ responsibility for their learning. Teachers play a vital role of mediators and facilitators in self-regulated method. Thus, their perception of self-guided practices dictates their implementation of this approach. While research has predominantly focused on inadequate administration of autonomous learning in school mostly due to lack of appropriate teacher training, this study examined whether novice teachers who were exposed to extensive autonomous practices were likely to implement this method in their teaching. Twelve novice teachers were interviewed to examine their perception of learner autonomy and their administration of this method. It was found that three-thirds of the respondents experienced a gap between familiarity with autonomous learning and a favorable attitude to this approach and their deficient integration of self-directed learning. Although learner-related and institution-oriented factors played a role in this gap, it was mostly caused by the respondents’ not being genuinely autonomous. This may be due to indirect exposure rather than explicit introduction of the learner autonomy approach. The insights of this research may assist curriculum designers and heads of teacher training programs to rethink course composition to guarantee the transfer of methodologies into EFL classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title="learner autonomy">learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20as%20a%20foreign%20language%20%28efl%29" title=" english as a foreign language (efl)"> english as a foreign language (efl)</a>, <a href="https://publications.waset.org/abstracts/search?q=genuinely%20autonomous%20teachers" title=" genuinely autonomous teachers"> genuinely autonomous teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=explicit%20instruction" title=" explicit instruction"> explicit instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=self-determination%20theory" title=" self-determination theory"> self-determination theory</a> </p> <a href="https://publications.waset.org/abstracts/178787/learner-autonomy-transfer-from-teacher-education-program-to-the-classroom-teacher-training-is-not-enough" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4984</span> Distance Training Packages on Providing for Learner with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jareeluk%20Ratanaphan">Jareeluk Ratanaphan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposed of this research were; 1.To survey the teacher’s needs on knowledge about special education management for special needs learner 2.To development of distance training packages on providing for learner with special needs. 3. To study the effects of using the packages on trainee’s achievement. 4. To study the effects of using the packages on trainee’s opinion on the distance training packages. The design of the experiment was research and development. The research sample for survey were 86 teachers, and 22 teachers for study the effects of using the packages on achievement and opinion. The research instrument comprised: 1) training packages on special education management for special needs learner 2) achievement test 3) questionnaire. Mean, percentage, standard deviation, t-test and content analysis were used for data analysis. The findings of the research were as follows: 1. The teacher’s needs on knowledge about teaching for learner with learning disability, mental retardation, autism, physical and health impairment and research in special education. 2. The package composed of special education management for special needs student document and manual of distance training packages. The efficiency of packages was established at 79.50/81.35. 3. The results of using the packages were the posttest average scores of trainee’s achievement were higher than pretest. 4. The trainee’s opinion on the package was at the highest level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20training" title="distance training">distance training</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20package" title=" training package"> training package</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20with%20special%20needs" title=" learner with special needs"> learner with special needs</a> </p> <a href="https://publications.waset.org/abstracts/41594/distance-training-packages-on-providing-for-learner-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41594.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4983</span> A Proposed Training Program for the Development of the Kindergarten Teacher According To Her Contemporary Professionàĺ Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulhakim%20Ali%20Mosleh%20Alzubidy">Abdulhakim Ali Mosleh Alzubidy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study's aim was to establish a proposed training program for kindergarten teachers according to their modern professional demands so that they could effectively teach children through movement education and play. The sample, which consisted of (46) teachers and administrators selected at random from the Ibb governorate, represented the study population of kindergarten teachers and administrators. The researcher developed three survey forms as a tool for data collection, and the forms were used with the research sample. The researcher used the descriptive method due to its applicability and the nature of the study, and he also used the appropriate statistical treatment of the data, which is to extract the percentage and the percentage of agreement. The study came to the following conclusions: ● The proposed program is of great importance in preparing the kindergarten teacher in an appropriate manner that keeps pace with modern developments in this field. ● The field of movement education is a necessity for the kindergarten teacher, through which she will be able to prepare the child physically and kinetically and teach him effectively the principles of reading, writing, and numerical and arithmetic concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training%20program" title="training program">training program</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20needs" title=" professional needs"> professional needs</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten%20teacher" title=" kindergarten teacher"> kindergarten teacher</a> </p> <a href="https://publications.waset.org/abstracts/173179/a-proposed-training-program-for-the-development-of-the-kindergarten-teacher-according-to-her-contemporary-professional-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173179.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4982</span> Teacher Training Course: Conflict Resolution through Mediation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Csilla%20Marianna%20Szab%C3%B3">Csilla Marianna Szabó</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Hungary, the society has changes a lot for the past 25 years, and these changes could be detected in educational situations as well. The number and the intensity of conflicts have been increased in most fields of life, as well as at schools. Teachers have difficulties to be able to handle school conflicts. What is more, the new net generation, generation Z has values and behavioural patterns different from those of the previous one, which might generate more serious conflicts at school, especially with teachers who were mainly socialising in a traditional teacher – student relationships. In Hungary, the bill CCIV, 2011 declared the foundation of Institutes of Teacher Training in higher education institutes. One of the tasks of the Institutes is to survey the competences and needs of teachers working in public education and to provide further trainings and services for them according to their needs and requirements. This job is supported by the Social Renewal Operative Programs 4.1.2.B. The Institute of Teacher Training at the College of Dunaújváros, Hungary carried out a questionnaire and surveyed the needs and the requirements of teachers working in the Central Transdanubian region. Based on the results, the professors of the Institute of Teacher Training decided to meet the requirements of teachers and launch short courses in spring 2015. One of the courses is going to focus on school conflict management through mediation. The aim of the pilot course is to provide conflict management techniques for teachers presenting different mediation techniques to them. The theoretical part of the course (5 hours) will enable participants to understand the main points and the advantages of mediation, while the practical part (10 hours) will involve teachers in role plays to learn how to cope with conflict situations applying mediation. We hope if conflicts could be reduced, it would influence school atmosphere in a positive way and the teaching – learning process could be more successful and effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conflict%20resolution" title="conflict resolution">conflict resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=generation%20Z" title=" generation Z"> generation Z</a>, <a href="https://publications.waset.org/abstracts/search?q=mediation" title=" mediation"> mediation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/24134/teacher-training-course-conflict-resolution-through-mediation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24134.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">410</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4981</span> Linking Theory to Practice: An Analysis of Papers Submitted by Participants in a Teacher Mentoring Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Varda%20Gil">Varda Gil</a>, <a href="https://publications.waset.org/abstracts/search?q=Ella%20Shoval"> Ella Shoval</a>, <a href="https://publications.waset.org/abstracts/search?q=Tussia%20Mira"> Tussia Mira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher mentoring is a complex practical profession whose unique characteristic is the teacher-mentors' commitment to helping teachers link theory with teaching practice in the process of decision-making and in their reflections on teaching. The aim of this research is to examine the way practicing teacher-mentors participating in a teacher mentoring course made the connection between theory and practice. The researchers analyzed 20 final papers submitted by participants in a course to train teacher mentors. The participants were all veteran high-school teachers. The course comprised 112 in-class hours in addition to mentoring novices in the field. The course covered the following topics: The teacher-mentors' perception of their role; formative and summative evaluation of the novices; tutoring strategies and tools; types of learners; and ways of communicating and dealing with novice teachers' resistance to counseling. The course participants were required to write a 4-5 page reflective summary of their field mentoring practice. In addition, they were required to link theories explicitly learned in the course to their practice in the field. A qualitative analysis of the papers led to the creation of the taxonomy of the link between theory and practice relating to four topics: The kinds of links made between theory and practice, the quality of these links, the links made between private teaching theories and official teaching theory, and the qualities of these links. This taxonomy may prove to be a useful tool in the teacher-mentor training processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=taxonomy" title="taxonomy">taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-mentors" title=" teacher-mentors"> teacher-mentors</a>, <a href="https://publications.waset.org/abstracts/search?q=theory" title=" theory"> theory</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-mentor%20training" title=" teacher-mentor training"> teacher-mentor training</a> </p> <a href="https://publications.waset.org/abstracts/63052/linking-theory-to-practice-an-analysis-of-papers-submitted-by-participants-in-a-teacher-mentoring-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63052.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4980</span> Evaluating the Effectiveness of Science Teacher Training Programme in National Colleges of Education: a Preliminary Study, Perceptions of Prospective Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20V%20Polgampala">A. S. V Polgampala</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Huang"> F. Huang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is an overview of what is entailed in an evaluation and issues to be aware of when class observation is being done. This study examined the effects of evaluating teaching practice of a 7-day ‘block teaching’ session in a pre -service science teacher training program at a reputed National College of Education in Sri Lanka. Effects were assessed in three areas: evaluation of the training process, evaluation of the training impact, and evaluation of the training procedure. Data for this study were collected by class observation of 18 teachers during 9th February to 16th of 2017. Prospective teachers of science teaching, the participants of the study were evaluated based on newly introduced format by the NIE. The data collected was analyzed qualitatively using the Miles and Huberman procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. It was observed that the trainees showed their confidence in teaching those competencies and skills. Teacher educators’ dissatisfaction has been a great impact on evaluation process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions%20%26%20perspectives" title=" perceptions & perspectives"> perceptions & perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service" title=" pre-service"> pre-service</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teachering" title=" science teachering"> science teachering</a> </p> <a href="https://publications.waset.org/abstracts/70763/evaluating-the-effectiveness-of-science-teacher-training-programme-in-national-colleges-of-education-a-preliminary-study-perceptions-of-prospective-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4979</span> Factors that Contribute to the Improvement of the Sense of Self-Efficacy of Special Educators in Inclusive Settings in Greece</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sotiria%20Tzivinikou">Sotiria Tzivinikou</a>, <a href="https://publications.waset.org/abstracts/search?q=Dimitra%20Kagkara"> Dimitra Kagkara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher’s sense of self-efficacy can affect significantly both teacher’s and student’s performance. More specific, self-efficacy is associated with the learning outcomes as well as student’s motivation and self-efficacy. For example, teachers with high sense of self-efficacy are more open to innovations and invest more effort in teaching. In addition to this, effective inclusive education is associated with higher levels of teacher’s self-efficacy. Pre-service teachers with high levels of self-efficacy could handle student’s behavior better and more effectively assist students with special educational needs. Teacher preparation programs are also important, because teacher’s efficacy beliefs are shaped early in learning, as a result the quality of teacher’s education programs can affect the sense of self-efficacy of pre-service teachers. Usually, a number of pre-service teachers do not consider themselves well prepared to work with students with special educational needs and do not have the appropriate sense of self-efficacy. This study aims to investigate the factors that contribute to the improvement of the sense of self-efficacy of pre-service special educators by using an academic practicum training program. The sample of this study is 159 pre-service special educators, who also participated in the academic practicum training program. For the purpose of this study were used quantitative methods for data collection and analysis. Teacher’s self-efficacy was assessed by the teachers themselves with the completion of a questionnaire which was based on the scale of Teacher’s Sense of Efficacy Scale. Pre and post measurements of teacher’s self-efficacy were taken. The results of the survey are consistent with those of the international literature. The results indicate that a significant number of pre-service special educators do not hold the appropriate sense of self-efficacy regarding teaching students with special educational needs. Moreover, a quality academic training program constitutes a crucial factor for the improvement of the sense of self-efficacy of pre-service special educators, as additional for the provision of high quality inclusive education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service" title=" pre-service"> pre-service</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20program" title=" training program"> training program</a> </p> <a href="https://publications.waset.org/abstracts/87314/factors-that-contribute-to-the-improvement-of-the-sense-of-self-efficacy-of-special-educators-in-inclusive-settings-in-greece" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4978</span> The Effects of Collaborative Reflection and Class Observation on Improving the Quality of Teacher-Training Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somayeh%20Sharifi">Somayeh Sharifi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate the effects of collaborative reflection and class observation on improving the quality of teacher training courses and the students reading comprehension skills. 13 inexperienced English teachers teaching elementary courses that were at the same level of proficiency were chosen. Thirteen participants were allocated in two groups, with 7 teachers in the experimental group and the other 6 teachers in the control group. Since two groups were not selected randomly, this study is a form of quasi-experimental research. In addition to a 3-day teacher training course for both groups, teachers in experimental group recorded and observed 20 sessions of their own classes and 30 sessions of experienced teachers’ class and participated in 12 meetings -3 month once a week- in which teachers shared any event that they found interesting during observations and their own teaching and compare it with strategies that they learned in teacher training courses. In contrast, the control group did not engage in any process of observation and collaboration. In order to test students' performance in English before and after the treatment, a Key English Test (KET) was employed to check students' reading skill. The result of the test shows that there is not a significant difference in mean of scores in KET pretest in and, since they are close to each other. However by considering mean and median of posttest in both classes we perceive that although both control and experimental group students' proficiency in English enhanced, there was a significant difference in experimental group students' final scores before and after treatment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20reflection" title="collaborative reflection">collaborative reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training%20courses" title=" teacher training courses"> teacher training courses</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20English%20test%20%28KET%29" title=" key English test (KET)"> key English test (KET)</a> </p> <a href="https://publications.waset.org/abstracts/39286/the-effects-of-collaborative-reflection-and-class-observation-on-improving-the-quality-of-teacher-training-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39286.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4977</span> Examining Attrition in English Education: A Qualitative Study of the Impact of Preparation, Persistence, and Dispositions in Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pamela%20K.%20Coke">Pamela K. Coke</a>, <a href="https://publications.waset.org/abstracts/search?q=Heidi%20Frederiksen"> Heidi Frederiksen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ann%20Sebald"> Ann Sebald</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past three years, the researchers have been tracking a rise in the number of teacher education candidates leaving the field before completing their university’s educator preparation program. At their institution, this rise is most pronounced in English Education. The purpose of this qualitative research study is to understand English Education teacher candidates' expectations in becoming prepared educators at each phase of their four phase teacher education program at one institution of higher education in the United States. Research questions include: To what extent do we find differences in teacher candidates' expectations of their teacher training program and student teaching experiences based upon undergraduate and graduate programs? Why do (or do not) teacher candidates persist in their teacher training program and student teaching experiences? How do dispositions develop through the course of the teacher training program? What supports do teacher candidates self-identify as needing at each phase of the teacher training program? Based upon participant interviews at each phase of the teacher education program, the researchers, all teacher educators, examine the extent to which English Education students feel prepared to student teach, focusing on preparation, persistence, and dispositions. The Colorado State University Center for Educator Preparation (CEP) provides students with information about teaching dispositions, or desired professional behaviors, throughout their education program. CEP focuses these dispositions around nine categories: Professional Behaviors, Initiative and Dependability, Tact and Judgment, Ethical Behavior and Integrity, Collegiality and Responsiveness, Effective Communicator, Desire to Improve Own Performance, Culturally Responsive, and Commitment to the Profession. Currently, in the first phase of a four phase study, initial results indicate participants expect their greatest joys will be working with and learning from students. They anticipate their greatest challenges will involve discipline and confidence. They predict they will persist in their program because they believe the country needs well-prepared teachers and they have a commitment to their professional growth. None of the participants thus far could imagine why they would leave the program. With regard to strongest and weakest dispositions, results are mixed. Some participants see Tact and Judgment as their strongest disposition; others see it as their weakest. All participants stated mentoring is a necessary support at every phase of the teacher preparation process. This study informs the way teacher educators train and evaluate teacher candidates, and has implications for the frequency and types of feedback students receive from mentors and supervisors. This research contributes to existing work on teacher retention, candidate persistence, and dispositional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20education" title="English education">English education</a>, <a href="https://publications.waset.org/abstracts/search?q=dispositions" title=" dispositions"> dispositions</a>, <a href="https://publications.waset.org/abstracts/search?q=persistence" title=" persistence"> persistence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/abstracts/65481/examining-attrition-in-english-education-a-qualitative-study-of-the-impact-of-preparation-persistence-and-dispositions-in-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4976</span> Before Decision: Career Motivation of Teacher Candidates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P%C3%A1l%20Iv%C3%A1n%20Szontagh">Pál Iván Szontagh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We suppose that today, the motivation for the career of a pedagogue (including its existential, organizational and infrastructural conditions) is different from the level of commitment to the profession of an educator (which can be experienced informally, or outside of the public education system). In our research, we made efforts to address the widest possible range of student elementary teachers, and to interpret their responses using different filters. In the first phase of our study, we analyzed first-year kindergarten teacher students’ career motivation and commitment to the profession, and in the second phase, that of final-year kindergarten teacher candidates. In the third phase, we conducted surveys to explore students’ motivation for the profession and the career path of a pedagogue in four countries of the Carpathian Basin (Hungary, Slovakia, Romania and Serbia). The surveys were conducted in 17 campuses of 11 Hungarian teacher’s training colleges and universities. Finally, we extended the survey to practicing graduates preparing for their on-the-job rating examination. Based on our results, in all breakdowns, regardless of age group, training institute or - in part - geographical location and nationality, it is proven that lack of social- and financial esteem of the profession poses serious risks for recruitment and retention of teachers. As a summary, we searched for significant differences between the professional- and career motivations of the three respondent groups (kindergarten teacher students, elementary teacher students and practicing teachers), i.e. the motivation factors that change the most with education and/or with the time spent on the job. Based on our results, in all breakdowns, regardless of age group, training institute or - in part - geographical location and nationality, it is proven that lack of social- and financial esteem of the profession poses serious risks for recruitment and retention of teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20motivation" title="career motivation">career motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20socialization" title=" career socialization"> career socialization</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20motivation" title=" professional motivation"> professional motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/152883/before-decision-career-motivation-of-teacher-candidates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4975</span> Teachers’ Emotional Experience in Online Classes in Adult Education in Selected European Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Ahrens">Andreas Ahrens</a>, <a href="https://publications.waset.org/abstracts/search?q=Jelena%20Zascerinska"> Jelena Zascerinska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotions are crucial in online classes in adult education. Despite that, little attention was devoted to the emotional experience of being an online teacher in the field of andragogy, and the online teacher’s emotional perspectives in ever-changing environments have to be analysed. The paper aims the analysis of teachers’ emotional experience in online classes in adult education in selected European countries. The research tends to propose implications for training teachers who work in online classes in adult education. The survey was conducted in April 2022. In the selected European countries, 78 respondents took part in the study. Among them, 30 respondents represented Germany, 28 respondents participated in the study in Greece, and 20 respondents from Italy took part in the survey. The theoretical findings allow for defining teacher emotional experience. The analysis of the elements of the respondents’ emotional experience allows concluding that teachers’ attitude to online classes has to be developed. The key content for teacher training is presented. Directions for further work are proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20classes" title=" online classes"> online classes</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20emotional%20experience" title=" teacher emotional experience"> teacher emotional experience</a> </p> <a href="https://publications.waset.org/abstracts/153780/teachers-emotional-experience-in-online-classes-in-adult-education-in-selected-european-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads 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