CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Teacher education</title> <meta name="description" content="Search results for: Teacher education"> <meta name="keywords" content="Teacher education"> <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 navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Teacher education" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/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 education"> <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> 1480</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Teacher education</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1480</span> Teacher Education Reform and InternationalGlobalization Hegemony: Issues and Challengesin Turkish Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ismail%20Guven">Ismail Guven</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational reforms are focused point of different nations. New reform movements generally claim that something is wrong with the current state of affairs, and that the system is deficient in its goals, its accomplishments and it is accused not being adopted into global changes all over the world. It is the same for Turkish education system. It is considered those recent reforms of teacher education in Turkey and the extent to which they reflect a response to global economic pressures. The paper challenges the view that such imposes are inevitable determinants of educational policy and argues that any country will need to develop its own national approach to modernizing teacher education in light of the global context and its particular circumstances. It draws on the idea of reflexive modernization developed by educators and discusses its implications for teacher education policy. The paper deals with four themes teacher education in last decade policy in Turkey; the shift away from the educational disciplines, the shift towards school-based approaches, and the emergence of more centralized forms of accountability of teacher competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teacher%20education" title="Teacher education">Teacher education</a>, <a href="https://publications.waset.org/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/search?q=Turkey." title=" Turkey."> Turkey.</a> </p> <a href="https://publications.waset.org/11625/teacher-education-reform-and-internationalglobalization-hegemony-issues-and-challengesin-turkish-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11625/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11625/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11625/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11625/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11625/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11625/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11625/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11625/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11625/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11625/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11625.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">2379</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1479</span> Key Factors of Curriculum Innovation in Language Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Liliana%20M%C3%A2%C5%A3%C4%83">Liliana Mâţă</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of the study is to understand the factors of curriculum innovation from the perspective of Language teacher education. The overall aim of the study is to investigate Language educators- perceptions of factors of curriculum innovation. In the theoretical framework the main focus is on discussion about different curriculum approaches for language teacher education and limiting and facilitating factors of innovation. In order to achieve the aim of the study, an observational research is employed. The empirical basis of the study consists of questionnaire with sixty-three language teachers from eight Romanian higher education institutions. The findings reveal variation in Language teachers- conceptions of the dominant factors of curricular innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=curriculum%20innovation" title="curriculum innovation">curriculum innovation</a>, <a href="https://publications.waset.org/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/search?q=Language%20teacher%0D%0Aeducation" title=" Language teacher education"> Language teacher education</a> </p> <a href="https://publications.waset.org/10423/key-factors-of-curriculum-innovation-in-language-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10423/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10423/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10423/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10423/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10423/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10423/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10423/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10423/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10423/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10423/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10423.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">16825</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1478</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/search?q=In%20Hoi%20Lee">In Hoi Lee</a>, <a href="https://publications.waset.org/search?q=Seong%20Baeg%20Kim"> Seong Baeg Kim</a>, <a href="https://publications.waset.org/search?q=Je%20Eung%20Jeon"> Je Eung Jeon</a>, <a href="https://publications.waset.org/search?q=Gwang%20Yong%20Choi"> Gwang Yong Choi</a>, <a href="https://publications.waset.org/search?q=Joo%20Sub%20Lee"> Joo Sub Lee</a>, <a href="https://publications.waset.org/search?q=Ik%20Sang%20Kim"> Ik Sang Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Educational%20cooperation" title="Educational cooperation">Educational cooperation</a>, <a href="https://publications.waset.org/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/search?q=teachers%20education%20program" title=" teachers education program"> teachers education program</a>, <a href="https://publications.waset.org/search?q=teacher%20training%20institutions." title=" teacher training institutions."> teacher training institutions.</a> </p> <a href="https://publications.waset.org/9997032/a-case-study-teachers-education-program-in-a-global-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997032/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997032/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997032/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997032/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997032/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997032/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997032/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997032/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997032/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997032/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997032.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">2540</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1477</span> An Analysis of Learners’ Reports for Measuring Co-Creational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Takatoshi%20Ishii">Takatoshi Ishii</a>, <a href="https://publications.waset.org/search?q=Koji%20Kimita"> Koji Kimita</a>, <a href="https://publications.waset.org/search?q=Keiichi%20Muramatsu"> Keiichi Muramatsu</a>, <a href="https://publications.waset.org/search?q=Yoshiki%20Shimomura"> Yoshiki Shimomura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To increase the quality of learning, teacher and learner need mutual effort for realization of educational value. For this purpose, we need to manage the co-creational education among teacher and learners. In this research, we try to find a feature of co-creational education. To be more precise, we analyzed learners’ reports by natural language processing, and extract some features that describe the state of the co-creational education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Co-creational%20education" title="Co-creational education">Co-creational education</a>, <a href="https://publications.waset.org/search?q=e-portfolios" title=" e-portfolios"> e-portfolios</a>, <a href="https://publications.waset.org/search?q=ICT%20integration" title=" ICT integration"> ICT integration</a>, <a href="https://publications.waset.org/search?q=labeled%20Latent%20Dirichlet%20allocation." title=" labeled Latent Dirichlet allocation. "> labeled Latent Dirichlet allocation. </a> </p> <a href="https://publications.waset.org/10003538/an-analysis-of-learners-reports-for-measuring-co-creational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003538/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003538/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003538/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003538/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003538/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003538/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003538/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003538/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003538/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003538/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003538.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">1673</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1476</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/search?q=A.%20Bacsa-B%C3%A1n">A. Bacsa-Bán</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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 teacher 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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bologna%20system" title="Bologna system">Bologna system</a>, <a href="https://publications.waset.org/search?q=vocational%20educators" title=" vocational educators"> vocational educators</a>, <a href="https://publications.waset.org/search?q=vocational%20teachers" title=" vocational teachers"> vocational teachers</a>, <a href="https://publications.waset.org/search?q=vocational%20teacher%20training." title=" vocational teacher training."> vocational teacher training.</a> </p> <a href="https://publications.waset.org/10012766/changes-in-vocational-teacher-training-in-hungary-challenges-and-possibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012766/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012766/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012766/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012766/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012766/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012766/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012766/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012766/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012766/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012766/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012766.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">431</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1475</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/search?q=Andreas%20Ahrens">Andreas Ahrens</a>, <a href="https://publications.waset.org/search?q=Jelena%20Zascerinska"> Jelena Zascerinska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Emotions are crucial in online classes in adult education. Despite that, a 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 at the analysis of teachers’ emotional experience in online classes in adult education in selected European countries. The research tends to propose implications for training of 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 Greece, and 20 respondents were from Italy. The theoretical findings allow 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 of further work are proposed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adult%20education" title="Adult education">Adult education</a>, <a href="https://publications.waset.org/search?q=online%20classes" title=" online classes"> online classes</a>, <a href="https://publications.waset.org/search?q=teacher%20emotional%20experience" title=" teacher emotional experience"> teacher emotional experience</a>, <a href="https://publications.waset.org/search?q=European%20countries." title=" European countries."> European countries.</a> </p> <a href="https://publications.waset.org/10013012/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/10013012/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013012/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013012/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013012/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013012/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013012/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013012/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013012/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013012/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013012/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013012.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">438</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1474</span> Adoption of iPads Paving the Way to Changes in the Knowledge Practices within a School of Vocational Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=P%C3%A4ivi%20Aarreniemi-Jokipelto">Päivi Aarreniemi-Jokipelto</a>, <a href="https://publications.waset.org/search?q=Merja%20Alanko-Turunen"> Merja Alanko-Turunen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The possibilities of mobile technology generate new demands for vocational teacher trainers to transform their approach to work and to incorporate its usage into their ordinary educational practice. This paper presents findings of a focus discussion group (FDG) session on the usage of iPads within a school of vocational teacher education (SoVTE). It aims to clarify how the teacher trainers are using iPads and what has changed in their work during the usage of iPads. The analytical framework bases on content analysis and expansive learning cycle. It was not only found what kind of a role iPads played in their daily practices but it brought also into attention how a cultural change regarding the usage of social media and mobile technology was desperately needed in the whole work community. Thus, the FGD was abducted for developing the knowledge practices of the community of the SoVTE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=iPad" title="iPad">iPad</a>, <a href="https://publications.waset.org/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/search?q=vocational%20teacher%20education." title=" vocational teacher education."> vocational teacher education.</a> </p> <a href="https://publications.waset.org/3817/adoption-of-ipads-paving-the-way-to-changes-in-the-knowledge-practices-within-a-school-of-vocational-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3817/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3817/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3817/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3817/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3817/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3817/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3817/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3817/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3817/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3817/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3817.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">1823</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1473</span> Students- uses of Wiki in Teacher Education: A Statistical Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Said%20Hadjerrouit">Said Hadjerrouit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wikis are considered to be part of Web 2.0 technologies that potentially support collaborative learning and writing. Wikis provide opportunities for multiple users to work on the same document simultaneously. Most wikis have also a page for written group discussion. Nevertheless, wikis may be used in different ways depending on the pedagogy being used, and the constraints imposed by the course design. This work explores students- uses of wiki in teacher education. The analysis is based on a taxonomy for classifying students- activities and actions carried out on the wiki. The article also discusses the implications for using wikis as collaborative writing tools in teacher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Behaviorism" title="Behaviorism">Behaviorism</a>, <a href="https://publications.waset.org/search?q=collaborative%20writing" title=" collaborative writing"> collaborative writing</a>, <a href="https://publications.waset.org/search?q=socioconstructivism" title=" socioconstructivism"> socioconstructivism</a>, <a href="https://publications.waset.org/search?q=taxonomy" title=" taxonomy"> taxonomy</a>, <a href="https://publications.waset.org/search?q=web%202.0%20technology" title=" web 2.0 technology"> web 2.0 technology</a>, <a href="https://publications.waset.org/search?q=wiki" title=" wiki"> wiki</a> </p> <a href="https://publications.waset.org/3242/students-uses-of-wiki-in-teacher-education-a-statistical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3242/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3242/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3242/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3242/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3242/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3242/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3242/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3242/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3242/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3242/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3242.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">1928</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1472</span> Students 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/search?q=Ana%20Mercedes%20Vernia%20Carrasco">Ana Mercedes Vernia Carrasco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teacher%20training" title="Teacher training">Teacher training</a>, <a href="https://publications.waset.org/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a>, <a href="https://publications.waset.org/search?q=music%20education." title=" music education."> music education.</a> </p> <a href="https://publications.waset.org/10013439/students-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/10013439/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013439/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013439/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013439/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013439/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013439/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013439/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013439/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013439/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013439/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013439.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">231</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1471</span> Senior Citizens- Satisfaction on Continuing Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Cheng%20Fang%20Hsu">Cheng Fang Hsu</a>, <a href="https://publications.waset.org/search?q=Shinn-Jong%20Lin"> Shinn-Jong Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is to explore the satisfaction for senior citizens on continuing education in Taiwan. The purpose of this research aims at the difference on teacher-s teaching, personal relationship, learning result, materials and environment. Through different sexual and living area as the background variables, a questionnaire is adopted as the methodology in this research. Three results are found in this research. In overall, senior citizens taking continuing education put the most important attention on personal relationship but materials and leaning environment put the least. There is a significant difference on personal relationship, teacher-s teaching and research result between different sexes. Female senior citizens attach more importance to teacher-s teaching and learning results but male senior citizens value on personal relationship. Another significant difference is shown on teacher-s teaching and personal relationship because of senior citizens living area. Urban senior citizens put importance on personal relationship and rural senior citizens respect teacher-s teaching more. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20satisfaction" title="Learning satisfaction">Learning satisfaction</a>, <a href="https://publications.waset.org/search?q=continuing%20education" title=" continuing education"> continuing education</a>, <a href="https://publications.waset.org/search?q=seniorcitizens." title=" seniorcitizens."> seniorcitizens.</a> </p> <a href="https://publications.waset.org/12396/senior-citizens-satisfaction-on-continuing-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12396/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12396/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12396/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12396/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12396/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12396/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12396/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12396/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12396/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12396/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12396.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">1412</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1470</span> Classroom Teacher Candidates' Definitions and Beliefs about Technology Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmet%20Baytak">Ahmet Baytak</a>, <a href="https://publications.waset.org/search?q=Cenk%20Akb%C4%B1y%C4%B1k"> Cenk Akbıyık</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper is to present teacher candidates- beliefs about technology integration in their field of study, which is classroom teaching in this case. The study was conducted among the first year students in college of education in Turkey. This study is based on both quantitative and qualitative data. For the quantitative data- Likert scale was used and for the qualitative data pattern matching was employed. The primary findings showed that students defined educational technology as technologies that improve learning with their visual, easily accessible, and productive features. They also believe these technologies could affect their future students- learning positively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Educational%20technology" title="Educational technology">Educational technology</a>, <a href="https://publications.waset.org/search?q=classroom%20teacher%20candidates" title=" classroom teacher candidates"> classroom teacher candidates</a>, <a href="https://publications.waset.org/search?q=technology%20integration" title=" technology integration"> technology integration</a>, <a href="https://publications.waset.org/search?q=teacher%20education." title=" teacher education."> teacher education.</a> </p> <a href="https://publications.waset.org/4781/classroom-teacher-candidates-definitions-and-beliefs-about-technology-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4781/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4781/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4781/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4781/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4781/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4781/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4781/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4781/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4781/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4781/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4781.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">1926</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1469</span> Redefining Field Experiences: Virtual Environments in Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Laurie%20Mullen">Laurie Mullen</a>, <a href="https://publications.waset.org/search?q=Jayne%20Beilke"> Jayne Beilke</a>, <a href="https://publications.waset.org/search?q=Nancy%20Brooks"> Nancy Brooks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The explosion of interest in online gaming and virtual worlds is leading many universities to investigate possible educational applications of the new environments. In this paper we explore the possibilities of 3D online worlds for teacher education, particularly the field experience component. Drawing upon two pedagogical examples, we suggest that virtual simulations may, with certain limitations, create safe spaces that allow preservice teachers to adopt alternate identities and interact safely with the “other." In so doing they may become aware of the constructed nature of social categories and gain the essential pedagogical skill of perspective-taking. We suggest that, ultimately, the ability to be the principal creators of themselves in virtual environments can increase their ability to do the same in the real world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=field%20experience" title="field experience">field experience</a>, <a href="https://publications.waset.org/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/search?q=teacher%0Aeducation" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/10954/redefining-field-experiences-virtual-environments-in-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10954/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10954/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10954/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10954/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10954/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10954/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10954/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10954/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10954/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10954/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10954.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">1593</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1468</span> Learning and Practicing Assessment in a Pre-service Teacher Education Program: Comparative Perspective of UK and Pakistani Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Malik%20Ghulam%20Behlol">Malik Ghulam Behlol</a>, <a href="https://publications.waset.org/search?q=Alison%20Fox"> Alison Fox</a>, <a href="https://publications.waset.org/search?q=Faiza%20Masood"> Faiza Masood</a>, <a href="https://publications.waset.org/search?q=Sabiha%20Arshad"> Sabiha Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores the barriers to the application of learning-supportive assessment at teaching practicum while investigating the role of university teachers (UT), cooperative teachers (CT), prospective teachers (PT) and heads of the practicum schools (HPS) in the selected universities of Pakistan and the UK. It is a qualitative case study and data were collected through the lesson observation of UT in the pre-service teacher education setting and PT in practicum schools. Interviews with UT, HPS, and Focus Group Discussions with PT were conducted too. The study has concluded that as compared to the UK counterpart, PTs in Pakistan face significant barriers in applying learning-supportive assessment in the school practicum settings because of large class sizes, lack of institutionalised collaboration between universities and schools, poor modelling of the lesson, ineffective feedback practices, lower order thinking assignments, and limited opportunities to use technology in school settings. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20supportive%20assessment" title="Learning supportive assessment">Learning supportive assessment</a>, <a href="https://publications.waset.org/search?q=pre-service%20teacher%20education" title=" pre-service teacher education"> pre-service teacher education</a>, <a href="https://publications.waset.org/search?q=theory-practice%20gap" title=" theory-practice gap"> theory-practice gap</a>, <a href="https://publications.waset.org/search?q=teacher%20education." title=" teacher education."> teacher education.</a> </p> <a href="https://publications.waset.org/10013483/learning-and-practicing-assessment-in-a-pre-service-teacher-education-program-comparative-perspective-of-uk-and-pakistani-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013483/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013483/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013483/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013483/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013483/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013483/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013483/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013483/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013483/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013483/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013483.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">192</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1467</span> Differences and Similarities between Concepts of Good, Great, and Leading Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/search?q=Vaida%20Jurgile"> Vaida Jurgile</a>, <a href="https://publications.waset.org/search?q=Roman%20Balandiuk"> Roman Balandiuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Good, great, and leading teachers are expected to be the role models for students, society, professional community. Their role model includes expertise, trustworthiness, originality, facilitating, cooperation and communication. Teachers demonstrate their professional passion through their professionalism and professional attitudes. Usually, we call them teacher(s) leaders by integrating three notions such as good, great, and leading in a one-teacher leader. Here are described essences of three concepts: ‘good teacher,’ ‘great teacher,’ ‘and teacher leader’ as they are inseparable in teaching practices, teacher’s professional life, and educational interactions with students, fellow teachers, school administration, students’ families and school communities.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Great%20teacher" title="Great teacher">Great teacher</a>, <a href="https://publications.waset.org/search?q=good%20teacher" title=" good teacher"> good teacher</a>, <a href="https://publications.waset.org/search?q=leading%20teacher" title=" leading teacher"> leading teacher</a>, <a href="https://publications.waset.org/search?q=school" title=" school"> school</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10013414/differences-and-similarities-between-concepts-of-good-great-and-leading-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013414/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013414/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013414/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013414/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013414/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013414/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013414/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013414/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013414/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013414/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013414.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">174</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1466</span> Enhancement of Higher Order Thinking Skills among Teacher Trainers by Fun Game Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/search?q=Gananathan%20M.%20Nadarajah"> Gananathan M. Nadarajah</a>, <a href="https://publications.waset.org/search?q=Saraswathy%20Vellasamy"> Saraswathy Vellasamy</a>, <a href="https://publications.waset.org/search?q=Evelyn%20Gnanam%20William%20George"> Evelyn Gnanam William George</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the study is to explore how the fun game-learning approach enhances teacher trainers’ higher order thinking skills. Two-day fun filled fun game learning-approach was introduced to teacher trainers as a Continuous Professional Development Program (CPD). 26 teacher trainers participated in this Transformation of Teaching and Learning Fun Way Program, organized by Institute of Teacher Education Malaysia. Qualitative research technique was adopted as the researchers observed the participants’ higher order thinking skills developed during the program. Data were collected from observational checklist; interview transcriptions of four participants and participants’ reflection notes. All the data were later analyzed with NVivo data analysis process. The finding of this study presented five main themes, which are critical thinking, hands on activities, creating, application and use of technology. The studies showed that the teacher trainers’ higher order thinking skills were enhanced after the two-day CPD program. Therefore, Institute of Teacher Education will have more success using the fun way game-learning approach to develop higher order thinking skills among its teacher trainers who can implement these skills to their trainee teachers in future. This study also added knowledge to Constructivism learning theory, which will further highlight the prominence of the fun way learning approach to enhance higher order thinking skills.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Constructivism" title="Constructivism">Constructivism</a>, <a href="https://publications.waset.org/search?q=game-learning%20approach" title=" game-learning approach"> game-learning approach</a>, <a href="https://publications.waset.org/search?q=higher%20order%20thinking%20skill" title=" higher order thinking skill"> higher order thinking skill</a>, <a href="https://publications.waset.org/search?q=teacher%20trainer." title=" teacher trainer."> teacher trainer.</a> </p> <a href="https://publications.waset.org/10006190/enhancement-of-higher-order-thinking-skills-among-teacher-trainers-by-fun-game-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006190/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006190/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006190/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006190/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006190/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006190/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006190/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006190/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006190/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006190/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006190.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">2817</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1465</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/search?q=V%C3%A2nia%20Gra%C3%A7a">Vânia Graça</a>, <a href="https://publications.waset.org/search?q=Paula%20Quadros-Flores"> Paula Quadros-Flores</a>, <a href="https://publications.waset.org/search?q=Altina%20Ramos"> Altina Ramos </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Digital%20technologies" title="Digital technologies">Digital technologies</a>, <a href="https://publications.waset.org/search?q=initial%20teacher%20training" title=" initial teacher training"> initial teacher training</a>, <a href="https://publications.waset.org/search?q=pedagogical%20use%20of%20ICT" title=" pedagogical use of ICT"> pedagogical use of ICT</a>, <a href="https://publications.waset.org/search?q=skills." title=" skills."> skills.</a> </p> <a href="https://publications.waset.org/10011941/the-pedagogical-integration-of-digital-technologies-in-initial-teacher-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011941/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011941/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011941/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011941/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011941/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011941/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011941/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011941/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011941/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011941/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011941.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 publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1464</span> The Functions of the Student Voice and Student-Centered Teaching Practices in Classroom-Based Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sofia%20Douklia">Sofia Douklia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present context paper aims to present the important role of ‘student voice’ and the music teacher in the classroom, which contributes to more student-centered music education. The aim is to focus on the functions of the student voice through the music spectrum, which has been born in the music classroom, and the teacher’s methodologies and techniques used in the music classroom. The music curriculum, the principles of student-centered music education, and the role of students and teachers as music ambassadors have been considered the major music parameters of student voice. The student- voice is a worth-mentioning aspect of a student-centered education, and all teachers should consider and promote its existence in their classroom.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Student%E2%80%99s%20voice" title="Student’s voice">Student’s voice</a>, <a href="https://publications.waset.org/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/search?q=music%20teachers." title=" music teachers."> music teachers.</a> </p> <a href="https://publications.waset.org/10013235/the-functions-of-the-student-voice-and-student-centered-teaching-practices-in-classroom-based-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013235.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">210</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1463</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/search?q=Sotiria%20Tzivinikou">Sotiria Tzivinikou</a>, <a href="https://publications.waset.org/search?q=Dimitra%20Kagkara"> Dimitra Kagkara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Inclusive%20education" title="Inclusive education">Inclusive education</a>, <a href="https://publications.waset.org/search?q=pre-service" title=" pre-service"> pre-service</a>, <a href="https://publications.waset.org/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/search?q=training%20program." title=" training program. "> training program. </a> </p> <a href="https://publications.waset.org/10010197/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/10010197/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010197/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010197/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010197/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010197/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010197/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010197/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010197/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010197/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010197/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010197.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">901</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1462</span> The Role of Creative Thinking in Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jindriska%20Svobodova">Jindriska Svobodova</a>, <a href="https://publications.waset.org/search?q=Jan%20Novotny"> Jan Novotny</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>A teacher’s attitude to creativity plays an essential role in the thinking development of his/her students. The purpose of this study is to understand if a science teacher's personal creativity can modify his/her ability to produce various kinds of questions. This research used an education activity based on cosmic sketches and pictures by K.E. Tsiolkovsky, the founder of astronautics, to explore if any relationship between individual creativity and the asking questions skill exists. As a screening instrument, which allows an assessment of the respondent's creative potential, a common test of creative thinking was used. The results of the creativity test and the diversity of the questions are mentioned.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Science%20education" title="Science education">Science education</a>, <a href="https://publications.waset.org/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/search?q=physics%20teaching" title=" physics teaching"> physics teaching</a>, <a href="https://publications.waset.org/search?q=creativity." title=" creativity."> creativity.</a> </p> <a href="https://publications.waset.org/10004250/the-role-of-creative-thinking-in-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004250/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004250/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004250/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004250/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004250/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004250/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004250/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004250/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004250/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004250/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004250.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">1826</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1461</span> Do Students Really Understand Topology in the Lesson? A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Serkan%20Narli">Serkan Narli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to specify to what extent students understand topology during the lesson and to determine possible misconceptions. 14 teacher trainees registered at Secondary School Mathematics education department were observed in the topology lessons throughout a semester and data collected at the first topology lesson is presented here. Students- knowledge was evaluated using a written test right before and after the topology lesson. Thus, what the students learnt in terms of the definition and examples of topologic space were specified as well as possible misconceptions. The findings indicated that students did not fully comprehend the topic and misunderstandings were due to insufficient pre-requisite knowledge of abstract mathematical topics and mathematical notation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Mathematics%20Education" title="Mathematics Education">Mathematics Education</a>, <a href="https://publications.waset.org/search?q=Teacher%20Education" title=" Teacher Education"> Teacher Education</a>, <a href="https://publications.waset.org/search?q=Topology." title="Topology.">Topology.</a> </p> <a href="https://publications.waset.org/12447/do-students-really-understand-topology-in-the-lesson-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12447/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12447/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12447/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12447/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12447/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12447/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12447/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12447/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12447/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12447/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12447.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">1448</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1460</span> Exemplary Practice: A Case Study of One of New Zealand’s Most Successful Enterprise Education Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Lee">K. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Many teachers are experienced; however, experience does not necessarily equate to excellence. Excellence in teaching is the single most powerful influence on student achievement. This qualitative, interpretivist case study investigates the practices of one of the nation’s most acknowledged teachers in enterprise education. In a number of semi-structured interviews, and observational visits, this remote regional teacher talked freely about what skills and strategies she used to achieve this success. Findings from this study were compared to key ideas developed by Professor John Hattie with regards to differences between expert, excellent and experienced teachers. Key findings showed the ‘expert teacher’ central to this study; ensured learning was engaging, challenging yet achievable for all (for both teacher and student of all abilities), authentic and driven by local needs, involved community supports; and ensured the process and learning was constantly monitored and teaching adjusted accordingly. It is anticipated that the data collected via observations, semi-structured interviews, and document analysis will help others to support students to gain greater success (in whatever form that may take).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Expert%20teacher" title="Expert teacher">Expert teacher</a>, <a href="https://publications.waset.org/search?q=enterprise%20education" title=" enterprise education"> enterprise education</a>, <a href="https://publications.waset.org/search?q=excellence" title=" excellence"> excellence</a>, <a href="https://publications.waset.org/search?q=skills%20and%20strategies." title=" skills and strategies."> skills and strategies.</a> </p> <a href="https://publications.waset.org/10013114/exemplary-practice-a-case-study-of-one-of-new-zealands-most-successful-enterprise-education-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013114/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013114/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013114/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013114/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013114/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013114/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013114/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013114/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013114/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013114/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013114.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 publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1459</span> A Study of Curriculum for a Dual Bachelor’s Degree Including a Teaching Certificate</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hyeon%20Seok%20Kim">Hyeon Seok Kim</a>, <a href="https://publications.waset.org/search?q=Inhoi%20Lee"> Inhoi Lee</a>, <a href="https://publications.waset.org/search?q=Seong%20Baeg%20Kim"> Seong Baeg Kim</a>, <a href="https://publications.waset.org/search?q=Kyunghee%20Ko"> Kyunghee Ko</a>, <a href="https://publications.waset.org/search?q=Kyung%20Eon%20Lee"> Kyung Eon Lee</a>, <a href="https://publications.waset.org/search?q=Dong%20Sik%20Kang"> Dong Sik Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In the age of globalization, higher education  institutions attempt to equip students with global competence. In  response, most universities have been developing and running various  international programs. However, teacher education has been a  neglected area in this trend. Therefore, in this study, we suggest a  program that offers a dual bachelor’s degree from both universities  located on different countries, focusing on teacher education  institutions with different policies and regulations of teacher education  programs that may become obstacles to designing a dual degree  program. We discuss a possible way to get a dual degree including a  teaching certificate at a specialized college, college of secondary  education. To be specific, this research presents a way to attain two  diplomas from Jeju National University (JNU) in Korea and Boise  State University (BSU) in the U.S. It attempts to build an effective  plan for students to declare simultaneous degrees at both universities.  From the study, we find that it takes about 5 years to fulfill  requirements for the dual degree at the undergraduate level.</p> <p> </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Dual%20degree" title="Dual degree">Dual degree</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=teaching%20certificate" title=" teaching certificate"> teaching certificate</a>, <a href="https://publications.waset.org/search?q=college%20%0D%0Aof%20secondary%20education" title=" college of secondary education"> college of secondary education</a>, <a href="https://publications.waset.org/search?q=international%20program." title=" international program."> international program.</a> </p> <a href="https://publications.waset.org/9997518/a-study-of-curriculum-for-a-dual-bachelors-degree-including-a-teaching-certificate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997518/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997518/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997518/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997518/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997518/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997518/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997518/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997518/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997518/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997518/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997518.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">1583</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1458</span> The Analysis of Teacher Talk in "Learner-centered" Teaching Mode</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Being main teaching media and major source of comprehensive target language input, teacher talk plays an important role in learners' second-language acquisition. Under the trend of "learner-centered" teaching mode, some researchers think that the best teacher talk means less. But the author holds that, in Chinese second language classroom, it is not advisable to lay too much stress on the formal students' participation, which requires the teacher to say as little as possible and the student to say as much as possible. The emphasis should be put on how to raise teacher talk's quality.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Comprehensive%20language%20input" title="Comprehensive language input">Comprehensive language input</a>, <a href="https://publications.waset.org/search?q=%22learner-centered%22%20teaching%20mode" title=" "learner-centered" teaching mode"> "learner-centered" teaching mode</a>, <a href="https://publications.waset.org/search?q=teacher%20talk" title=" teacher talk"> teacher talk</a>, <a href="https://publications.waset.org/search?q=teacher%20talk%27s%20quality." title=" teacher talk's quality."> teacher talk's quality.</a> </p> <a href="https://publications.waset.org/9998175/the-analysis-of-teacher-talk-in-learner-centered-teaching-mode" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998175/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998175/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998175/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998175/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998175/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998175/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998175/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998175/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998175/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998175/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998175.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">4194</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1457</span> Pilot Study on the Impact of VLE on Mathematical Concepts Acquisition within Secondary Education in England</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aaron%20A.%20R.%20Nwabude">Aaron A. R. Nwabude</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The research investigates the “impact of VLE on mathematical concepts acquisition of the special education needs (SENs) students at KS4 secondary education sector" in England. The overall aim of the study is to establish possible areas of difficulties to approach for above or below knowledge standard requirements for KS4 students in the acquisition and validation of basic mathematical concepts. A teaching period, in which virtual learning environment (Fronter) was used to emphasise different mathematical perception and symbolic representation was carried out and task based survey conducted to 20 special education needs students [14 actually took part]. The result shows that students were able to process information and consider images, objects and numbers within the VLE at early stages of acquisition process. They were also able to carry out perceptual tasks but with limiting process of different quotient, thus they need teacher-s guidance to connect them to symbolic representations and sometimes coach them through. The pilot study further indicates that VLE curriculum approaches for students were minutely aligned with mathematics teaching which does not emphasise the integration of VLE into the existing curriculum and current teaching practice. There was also poor alignment of vision regarding the use of VLE in realisation of the objectives of teaching mathematics by the management. On the part of teacher training, not much was done to develop teacher-s skills in the technical and pedagogical aspects of VLE that is in-use at the school. The classroom observation confirmed teaching practice will find a reliance on VLE as an enhancer of mathematical skills, providing interaction and personalisation of learning to SEN students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=VLE" title="VLE">VLE</a>, <a href="https://publications.waset.org/search?q=Mathematical%20Concepts%20Acquisition" title=" Mathematical Concepts Acquisition"> Mathematical Concepts Acquisition</a>, <a href="https://publications.waset.org/search?q=PilotStudy" title=" PilotStudy"> PilotStudy</a>, <a href="https://publications.waset.org/search?q=SENs" title=" SENs"> SENs</a>, <a href="https://publications.waset.org/search?q=KS4" title=" KS4"> KS4</a>, <a href="https://publications.waset.org/search?q=Education" title=" Education"> Education</a>, <a href="https://publications.waset.org/search?q=Teacher" title=" Teacher"> Teacher</a> </p> <a href="https://publications.waset.org/6727/pilot-study-on-the-impact-of-vle-on-mathematical-concepts-acquisition-within-secondary-education-in-england" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6727/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6727/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6727/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6727/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6727/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6727/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6727/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6727/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6727/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6727/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6727.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">1453</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1456</span> Teachers Leadership Dimension in History Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/search?q=Zulfhikar%20Rabe"> Zulfhikar Rabe</a>, <a href="https://publications.waset.org/search?q=Nurul%20Asyikin%20Hassan"> Nurul Asyikin Hassan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Ministry of Education Malaysia dynamically and drastically made the subject of History mandatory to be in force in 2013. This is in recognition of the nation's heritage and treasures in maintaining true facts and information for future generations of the State. History reveals the civilization of a nation and the fact of national cultural heritage. Civilization needs to be preserved as a legacy of sovereign heritage. Today's generation is the catalyst for future heirs who will support the principle and direction of the country. In line with the National Education Philosophy that aims to shape the potential development of individuals holistically and uniquely in order to produce a balanced and harmonious student in terms of intellectual, spiritual, emotional and physical. Hence, understanding the importance of studying the history subject as a pillar of identity and the history of nationhood is to be a priority in the pursuit of knowledge and empowering the spirit of statehood that is nurtured through continuous learning at school. Judging from the aspect of teacher leadership role in integrating history in a combined way based on Teacher Education Philosophy. It empowers the teaching profession towards the teacher to support noble character. It also supports progressive and scientific views. Teachers are willing to uphold the State's aspirations and celebrate the country's cultural heritage. They guarantee individual development and maintain a united, democratic, progressive and disciplined society. Teacher's role as a change and leadership agent in education begins in the classroom through formal or informal educational processes. This situation is expanded in schools, communities and countries. The focus of this paper is on the role of teacher leadership influencing the effectiveness of teaching and learning history in the classroom environment. Leadership guides to teachers' perceptions on the role of teacher leadership, teaching leadership, and the teacher leadership role and effective teacher leadership role. Discussions give emphasis on aspects of factors affecting the classroom environment, forming the classroom agenda, effective classroom implementation methods, suitable climate for historical learning and teacher challenges in implicating the effectiveness of teaching and learning processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teacher%20leadership" title="Teacher leadership">Teacher leadership</a>, <a href="https://publications.waset.org/search?q=leadership%20lessons" title=" leadership lessons"> leadership lessons</a>, <a href="https://publications.waset.org/search?q=effective%20classroom" title=" effective classroom"> effective classroom</a>, <a href="https://publications.waset.org/search?q=effective%20teacher." title=" effective teacher. "> effective teacher. </a> </p> <a href="https://publications.waset.org/10008328/teachers-leadership-dimension-in-history-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008328/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008328/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008328/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008328/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008328/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008328/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008328/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008328/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008328/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008328/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008328.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">1134</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1455</span> The Use of Methods and Techniques of Drama Education with Kindergarten Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vladimira%20Hornackova">Vladimira Hornackova</a>, <a href="https://publications.waset.org/search?q=Jana%20Kottasova"> Jana Kottasova</a>, <a href="https://publications.waset.org/search?q=Zuzana%20Vanova"> Zuzana Vanova</a>, <a href="https://publications.waset.org/search?q=Anna%20Jungrova"> Anna Jungrova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Present study deals with drama education in preschool education. The research made in this field brings a qualitative comparative survey with the aim to find out the use of methods and techniques of drama education in preschool education at university or secondary school graduate preschool teachers. The research uses a content analysis and an unstandardized questionnaire for preschool teachers and obtained data are processed with the help of descriptive methods and correlations. The results allow a comparison of aspects applied through drama in preschool education. The research brings impulses for education improvement in kindergartens and inspiration for university study programs of drama education in the professional training of preschool teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Drama%20education" title="Drama education">Drama education</a>, <a href="https://publications.waset.org/search?q=preschool%20education" title=" preschool education"> preschool education</a>, <a href="https://publications.waset.org/search?q=preschool%20teacher" title=" preschool teacher"> preschool teacher</a>, <a href="https://publications.waset.org/search?q=research." title=" research."> research.</a> </p> <a href="https://publications.waset.org/10005390/the-use-of-methods-and-techniques-of-drama-education-with-kindergarten-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005390/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005390/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005390/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005390/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005390/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005390/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005390/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005390/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005390/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005390/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005390.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">1380</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1454</span> High Wire Act: the Perils, Pitfalls and Possibilities of Online Discussions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Karen%20Armstrong">Karen Armstrong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online discussions are an important component of both blended and online courses. This paper examines the varieties of online discussions and the perils, pitfalls and possibilities of this rather new technological tool for enhanced learning. The discussion begins with possible perils and pitfalls inherent in this educational tool and moves to a consideration of the advantages of the varieties of online discussions feasible for use in teacher education programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=online%20discussions" title="online discussions">online discussions</a>, <a href="https://publications.waset.org/search?q=computer-mediatedcommunication%20%28CMC%29" title=" computer-mediatedcommunication (CMC)"> computer-mediatedcommunication (CMC)</a>, <a href="https://publications.waset.org/search?q=computer-supported%20collaborative%20learning%28CSCL%29" title=" computer-supported collaborative learning(CSCL)"> computer-supported collaborative learning(CSCL)</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/12508/high-wire-act-the-perils-pitfalls-and-possibilities-of-online-discussions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12508/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12508/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12508/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12508/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12508/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12508/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12508/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12508/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12508/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12508/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12508.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">2599</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1453</span> Connecting Lives Inside and Outside the Classroom: Why and How to Implement Technology in the Language Learning Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Geoffrey%20Sinha">Geoffrey Sinha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper is primarily addressed to teachers who stand on the threshold of bringing technology and new media into their classrooms. Technology and new media, such as smart phones and tablets have changed the face of communication in general and of language teaching more specifically. New media has widespread appeal among young people in particular, so it is in the teacher’s best interests to bring new media into their lessons. It is the author’s firm belief that technology will never replace the teacher, but it is without question that the twenty-first century teacher must employ technology and new media in some form, or run the risk of failure. The level that one chooses to incorporate new media within their class is entirely in their hands.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=New%20media" title="New media">New media</a>, <a href="https://publications.waset.org/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/search?q=education." title=" education."> education.</a> </p> <a href="https://publications.waset.org/10003999/connecting-lives-inside-and-outside-the-classroom-why-and-how-to-implement-technology-in-the-language-learning-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003999/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003999/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003999/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003999/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003999/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003999/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003999/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003999/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003999/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003999/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003999.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">1783</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1452</span> Voice in Pre-service Teacher Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pintipa%20Seubsang">Pintipa Seubsang</a>, <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung"> Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Recently, Thai education system is engaged in serious and promising reforms. One of the crucial elements in most of these educational reforms is the teacher professional development. Teachers today are under growing pressure to perform. However, most new teachers are not adequately prepared to meet the expectation. Consequently, this paper seeks to investigate the opinion of mentor teachers and university supervisors about professional development in the aspect of learning management skill of the preservice teachers in Rajabhat Universities, then compare the opinion between the mentor teachers and university supervisors about professional development in the aspect of learning management skill of the pre-service teachers. The study involved a cohort of 40 university supervisors and 77 mentor teachers. The research concludes by showing that mentor teachers viewed pre-service teacher as a professional teacher with an effective learning management skill. However, in the perspective of the university supervisor, pre-service teachers still have inadequate learning management skill.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20management" title="Learning management">Learning management</a>, <a href="https://publications.waset.org/search?q=Professional%20development" title=" Professional development"> Professional development</a>, <a href="https://publications.waset.org/search?q=Pre-service%20teacher." title=" Pre-service teacher."> Pre-service teacher.</a> </p> <a href="https://publications.waset.org/6564/voice-in-pre-service-teacher-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6564/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6564/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6564/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6564/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6564/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6564/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6564/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6564/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6564/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6564/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6564.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">1954</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1451</span> Improving Teacher Profesionalism through Certification Program: An Indonesia Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Triyanto">Triyanto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Government of Indonesia held a certification program to enhance the professionalism of teachers by using portfolio assessment. This research discusses about the effectiveness of certification programs to enhance the professionalism of teacher in Indonesia. Portfolio assessment method has drawbacks. The certified teachers do not show significant performance improvement. Therefore, the government changes the portfolio assessment method to the education and training for teachers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Profesionalism" title="Profesionalism">Profesionalism</a>, <a href="https://publications.waset.org/search?q=Teacher" title=" Teacher"> Teacher</a>, <a href="https://publications.waset.org/search?q=Certification" title=" Certification"> Certification</a>, <a href="https://publications.waset.org/search?q=Indonesia" title=" Indonesia"> Indonesia</a> </p> <a href="https://publications.waset.org/10368/improving-teacher-profesionalism-through-certification-program-an-indonesia-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10368/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10368/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10368/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10368/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10368/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10368/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10368/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10368/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10368/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10368/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10368.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">2815</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=49">49</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=50">50</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=Teacher%20education&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>