Teachers Training

This paper is a synthesis of an Educational Sciences' doctoral thesis in Technology, Networks, and Multimedia in Education and Training. The thesis' main goal was to conceive, propose, implement and compare the design of four teachers' workshop in distance e-Learning, about the potential of tangible and virtual robotics for students with special educational needs. The study was divided into three distinct phases, distributed over three academic years, from 2013 to 2016. The methodology adopted was mixed and based on a Design-based Research model approach. The participants were 74 teachers teaching in Portugal and Brazil. The results indicated that virtual robotics workshops had the highest enrolment and the lowest withdrawal rate among the participants. Resumo Apresentamos neste artigo a síntese de uma tese de doutoramento em Ciências da Educação, na variante de Tecnologia, Redes e Multimédia em Educação e Formação. O objetivo principal da tese foi projetar, implementar e comparar o desenho de quatro oficinas de formação de professores em e-Learning a distância. As oficinas tinham como principal escopo sensibilizar e formar professores do ensino básico e secundário para a utilização da robótica educativa com alunos com diferentes necessidades educacionais especiais. O estudo foi dividido em três fases distintas, distribuídas por três anos letivos, de 2013 a 2016. A metodologia adotada foi mista, baseando-se no modelo da Design-based Research. Os participantes foram 74 professores a exercer funções em Portugal e no Brasil. Os resultados obtidos indicaram que as oficinas de robótica virtual tiveram um maior número de participantes inscritos e uma menor taxa de desistência.

The increasing diversity of students imposes a great challenge for teachers: to create quality educational processes for every student. Since initial training is understood as a significant space for the development of numerous competences, skills and attitudes, it has a core role in this challenge. Nevertheless, there is no systematic study of how the initial training of generalist teachers is approached for inclusive education in Chile. Given this, this article analyzes the results of a national study that examined the characteristics of initial training programs of Elementary Education teachers regarding inclusive education in Chile. To do so, an analysis on the contents of the profiles of graduation and description of every program valid up to 2014 was performed. These programs were analyzed in three central dimensions, each of which related to inclusive education: values and principles of educational inclusion; types or dimensions of diversity and; curricular management for inclusive education. Results show the existence of a great heterogeneity among programs throughout the country, in terms of the sense and intensity given to inclusive education in the different programs. Most of the programs are not offering –at least, not explicitly-formations with an intensive focus on inclusive education and there are not differences between private and public universities.

Most of the world's non-English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach established by their school heads, colleagues, and students, raising the issue that is the focus of this research. Using the descriptive method of research, the researcher determined the perception of school heads, teachers, and students on the English proficiency level of teachers in terms of academic language and language comprehension. This also determined the level of performance of students in English core subjects, thus, the subject teachers could be encouraged to strive to become better educator to provide a venue for students to continuously dream of becoming better learners. The statistical formulas used for treating the data obtained were Frequency Count, Percentage, T Test of Difference between Unequal Samples, Weighted Mean, Kruskal-Wallis Test of Change, and Pearson R Product-Moment Correlation. The findings showed that the level of English proficiency of teachers and the students' performance on academic language and language comprehension were very satisfactory. Moreover, the findings showed that there was a significant relationship that exists between the English proficiency Level of teachers and the students' performance based on the components considered in the study. With this, a training design to enhance the level of English proficiency of teachers was proposed.

A obra Processos para se tornar docente: práticas de estágio nos anos iniciais do ensino fundamental evidencia experiências significativas com a docência. São oferecidos aos leitores e leitoras fragmentos, indícios e disposições para pensar as múltiplas experiências que nos tornam professores e professoras comprometidos com o ofício de educar.

Technology has become an integrated part of today's education system. It has become the need of present times that the teachers must easily use, create, and adapt to the technological environment. This literature review aimed to identify factors that influence the digital competence of pre-service teachers. The study has been conducted by reviewing empirical findings, which are focused on the utilisation of digital tools in teaching pre-service teachers. The databases of SpringerLink, JSTOR, Education Resource Information Center (ERIC), Google scholar were accessed. Results of analyses revealed that attitude & self-efficacy, required skills & knowledge, practical experiences of using technology and access to technology are the factors that majorly influence pre-service teachers' digital competence. Based on the reviews, the suggestions are provided for education policymakers, stakeholders and Teacher Education Institutes (TEIs) to further improve teacher education programmes and focus on technology-integrated teaching practice to help pre-service teachers in becoming comfortable with digital equipment.

Este artículo se basa en un proyecto de investigación coordinado sobre cómo aprenden los docentes, sus implicaciones educativas y los retos para afrontar el cambio social. Desde un posicionamiento basado en la investigación inclusiva y la utilización de métodos visuales se crearon 65 cartografías sobre los escenarios o contextos de aprendizaje de docentes de educación infantil, primaria, secundaria y superior (en este caso los investigadores del proyecto). También se compartieron las explicaciones y reflexiones sobre las cartografías realizadas dando cuenta de los tránsitos y experiencias de aprendizaje. En este artículo, presentamos los resultados y las conclusiones sobre cómo aprendemos los docentes de educación superior, centrados en los autores de este texto. Destacamos las posibilidades de la experiencia cartográfica para la investigación educativa y la consideración de que el aprendizaje del profesorado no solo tiene lugar en contextos formales e institucionales, sino a lo largo y ancho de la vida. Elaboramos conclusiones sobre las características del aprendizaje del profesorado actual y sobre la importancia de tener en cuenta su carácter contextual, biográfico, corporeizado y socioafectivo en la formación inicial y permanente de los docentes. También avanzamos algunas implicaciones para repensar la formación docente al considerar las relaciones entre las experiencias de vida y el aprendizaje, la importancia de conectar las instituciones educativas con la sociedad, la reflexión sobre la práctica educativa y los principales desafíos educativos. Todo ello con la finalidad de promover la transformación de los centros educativos en instituciones de aprendizaje con sentido.

Introduction The aggravation of the ecological crisis in the 21 century makes relevant the need for finding effective ways to overcome it. The most effective of them is introducing education for the sustainable development and the ecologization of the educational process: forming future teachers (students of pedagogical universities) and school students conscious natural friendly behavior, a scientific picture of the world, which, in contrast, requires the improvement of scientific and methodological provision of the educational process, new approaches to forming the worldview of the younger generation, on the basis of which a person can understand the surrounding reality, orients himself and perceives himself as an eco-oriented person. Purpose. The purpose of the article is to highlight the experience of Hlukhiv National Pedagogical University in the field of ecologization of higher pedagogical education with the possibility of its generalization and dissemination into the practice of other pedagogical universities of Ukraine. Methods. In the study a system of methods is used for studying and generalizing pedagogical experience, which includes: studying the university`s work system, studying university`s documentation (work plans and activity reports), analyzing materials of the official university`s webpages, etc. Results. The environmentalization of the educational process at Hlukhiv National Pedagogical University is carried out through the implementation of a holistic system that includes educational, scientific, organizational and legal measures, and is implemented on the international, national and local levels. In the article it is reviewed the following major activities of the University upon ecologization in the recent period: 1) a joint meeting of the Presidium of the National Academy of Pedagogical Sciences and the Academic Council of Oleksandr Dovzhenko Hlukhiv National Pedagogical University «New Ukrainian School and Teacher Training» (September, 2017, Hlukhiv); 2) implementation of the International Grant project «Implementing environmental safety strategy: European experience integration» (562284-EPP-1-2015-1-UA-EPPJMO-MODULE) of the European Union Erasmus + Jean Monnet Module; 3) implementation of the international project «University –is a center of public opinion»; 4) creating and active functioning of the centers of international and national civil society organizations on the basis of Hlukhiv National Pedagogical University; 5) participation and holding of All- Ukrainian and International communicative events for the exchange of best practices on the environmentalization of higher pedagogical education and the dissemination of university experience; 6) involvement of students in scientific research on environmental topics and participation in international contests; 7) preparation of textbooks for secondary schools; 8) training of scientific staff through doctoral and postgraduate studies. Originality. For the first time, the events of Hlukhiv NPU on ecologization of higher pedagogical education, which form an integral system of activity, were systematized and presented. Conclusion. The ecologization of higher pedagogical education at Hlukhiv NPU is a systemic, purposeful scientific and pedagogical activity aimed at developing the personality of a student - the future teacher and training him for the implementation of his/her future professional activities on the principles of sustainable development. Implementation of the ideas of sustainable development at school and higher education by the measures of ecologization of content of all educational disciplines and the organization of special thematic programs is still current. strengthening of connections between disciplines of natural sciences and socio- economic cycles of training specialists with higher education; implementation of the development of a system for the formation of an active lifestyle of schoolchildren and students in the field of environmental culture and ethics.

The territorial differences are seen as one of the reasons for unequal access to quality education. Students living in large cities have better opportunities for higher education than those living in small urban and rural settlements. The conditions of school graduations during the COVID-19 pandemic further exacerbate these differences. As a result of a survey and diagnostic test of 97 first-year undergraduate students at the Smolensk State University studying in the teacher training program, it was found that there are differences between students who came from the regional center and small settlements. A smaller number of the latter confirms the territorial inequality of higher education opportunities. However, these students have a higher motivation for the teaching profession, showed high activity in the implementation of their career plans, despite the difficulties of adapting to the educational process in the COVID-19 pandemic.

In higher education contexts, while much research is conducted towards highlighting the importance of professional development, studies on how to train teachers to implement new methods effectively are few and far between. Such an imbalance needs to be addressed since how to train teachers might have a direct impact on how teachers teach. This paper investigates the implementation of training model that highlights the importance of creating collaborative, college based settings to support teachers. The findings of the study show that the suggested model provides a college based setting that would support teachers' self-reflection and improvement in the teaching practice.

Aulas de física sobre geocentrismo e heliocentrismo, a lei da Gravitação Universal, a teoria do Big-Bang, por exemplo, não raro promovem conflitos entre a visão apresentada pelo professor e aquelas presentes entre alguns grupos de alunos religiosos, quando o ambiente é propício para que se manifestem. Adota-se como pressuposto que esses conflitos aprofundam preconceitos e o desrespeito por concepções diferentes, motivando dissonância cognitiva para conteúdos científicos entre alunos religiosos que se sentem ridicularizados ou menosprezados. Acredita-se que episódios históricos podem mostrar diferentes relações entre religião e ciência, por exemplo, trazendo momentos de frutífero diálogo entre esses campos, como no caso de Isaac Newton. Assim, esse trabalho objetiva apresentar uma síntese do episódio histórico envolvendo a ciência e a concepção teísta de Newton como um recurso para a formação de professores. Discute-se alguns aspectos subjetivos e metafísicos que influenciaram em seu trabalho, visando oferecer subsídios ao professor para lidar com tais conflitos, promover a interculturalidade entre os indivíduos e aproximar estudantes dos conteúdos científicos. Acreditamos que desconstruir imagens de cientistas ou filósofos naturais como unicamente racionalistas, compreendendo a ciência desses personagens em sua origem, cultura e crenças, pode ser importante para promover uma educação para a paz e a formação de indivíduos melhor informados sobre a ciência como empreendimento humano, parte da cultura. Sendo uma pesquisa de cunho teórico, sua metodologia pautou-se na revisão bibliográfica de fontes primárias e secundárias da história da ciência, bem como no estudo de referenciais teóricos da educação e do ensino de ciências, e de documentos oficiais brasileiros para a educação.

This paper aims to present and discuss the example of a distance training course addressed to teachers of Greek as a foreign/second language called “Routes in Teaching Modern Greek” (the “Routes” programme). The programme has successfully run for seven years on the web platform
http://elearning.greek-language.gr and has been awarded the 2007 European Language Label for its innovative character and best practice. The “Routes” programme has been designed, organized and implemented by the Centre for the Greek Language, the national language institute of the Greek state,
which is responsible for all scientific and language policy issues pertaining to Greek as a first, second
or foreign language. The implementation of the “Routes” programme concerns one of the statutory
objective of the Centre for the Greek Language, which is the promotion and support of the Greek language at international level. Particularly, the paper focuses on discussing the role of online training for language teachers in an environment that is constantly updating and changing in terms of technology. The paper briefly examines the main principals underlying the distance training in action, the questions posed, the perspectives, the problems, but also the challenges involved in relation to the target-group. The programme which is under discussion is organized on the basis of a proven
effective model of online training for Greek language teachers, while concerns a heterogeneous audience of trainees from many countries of the world. Due to its characteristics the programme sets an example of best practice in networking and implementing new technologies in education, especially
in the training of educators.

The main objective Of this study is to identify the satisfaction level of the student saspiring management courses. And the also to explore the factors affecting the student ssatisfaction level. Now a days the education system is adopting alotmany changes. The study assess the management education students satisfaction experienced in different institutions of Ahmedabad city. The factors identified are all contributing significantly and which are highly affecting to the satisfaction level of the students.The core purpose of this study is to identify and validate the factors which are responsible for satisfaction level of students, who are pursuing higher level management education. In this research EFA&CFA is being used with the help of SPSS analysis, AMOS. With the EFA we explore the factors affecting the satisfaction level of the students and with CFA we confirming the same factors affecting the students'satisfaction level.