Perceptions And Practices Of Instructors Training A Case Study
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Perceptions And Practices Of Instructors Training A Case Study
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Author : Shiba Bagale
language : en
Publisher: Lulu.com
Release Date : 2020-01-29
Perceptions And Practices Of Instructors Training A Case Study written by Shiba Bagale and has been published by Lulu.com this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-01-29 with Education categories.
This research book is about the transfer of training. The main theme of this research is how the training participants perceived training and how they are practicing in their real workplace. The qualitative method was implied where class observations and in-depth interviews were conducted to explore the perceptions and practices of the training participants along with the coping strategies on the challenges they have faced. The findings were that adequate time was not provided for the preparation, though some planning was done. The practice of the training in both the skills and knowledge was seen, where practice of skill is more applied. Some of the knowledge and skills were not practiced. Assessment was done by using both the formative and summative evaluation tools. Finally, this study concluded that there is the need of supervisors and guidance in practicing the skills and knowledge in their workplace.
The Impact Of In Service Teacher Training
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Author : Ju Youn Sim
language : en
Publisher:
Release Date : 2011
The Impact Of In Service Teacher Training written by Ju Youn Sim and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
Case Studies Of Trainers And Selected Teachers Perceptions Of An Early Reading Intervention Training Program
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Author : Cynthia Dianne Calderone
language : en
Publisher:
Release Date : 2007
Case Studies Of Trainers And Selected Teachers Perceptions Of An Early Reading Intervention Training Program written by Cynthia Dianne Calderone and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
ABSTRACT: The purpose of this qualitative research study was to describe and explain the characteristics of an effective professional development model in an early intervention training program. The focus of the study was on particular aspects of literacy instruction that were emphasized during training sessions and trainer and teacher perceptions of the Accelerated Literacy Learning (ALL) program. This study examined the elements of training that two teachers chose to transfer to their classrooms, as well as modifications they chose to make, in the year following training in an effort to gain further insight into successful teacher training practices. The following research questions guided this study: 1. How do teachers who have received early intervention training for two semesters apply this knowledge in their classrooms during the following school year? 2. What do teachers choose to use and not use from the training program and why? 3. What modifications of the program do teachers make, if any, and why? 4. What are the perceptions of trainers about an early intervention training program? To obtain answers to these research questions, I conducted individual and focus group interviews with teachers and trainers, made observations of training sessions, analyzed course documents, and observed two teachers in their classrooms in the year following training. These data were analyzed using qualitative analysis procedures. I followed a phenomenological theoretical approach and reported my findings through descriptive case studies. The study findings indicated that teachers chose to use many elements of training in their classrooms in the year following training. It was discovered that the elements that the teachers chose to use in training were the elements that the trainers emphasized in training sessions. The findings also indicated that teachers made modifications to the lesson format that they were taught in training. The segment of the lesson that the teachers chose to modify was one that was not as prescriptive in training as other lesson segments. The trainers did not spend as much time discussing the writing segment of the lesson format as they did the other segments and consequently the teachers made modifications.
Children S Perceptions Of Learning With Trainee Teachers
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Author : Hilary Cooper
language : en
Publisher: Routledge
Release Date : 2002-01-31
Children S Perceptions Of Learning With Trainee Teachers written by Hilary Cooper and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002-01-31 with Education categories.
Unique in that it focuses on pupils' perceptions of their learning with trainee teachers in primary schools Includes chapter summaries giving suggestions for teaching strategies, discussions with mentors and tutors and further reading Includes examples of successful new teaching approaches introduced by trainees and case-studies on religion, gender and ethnicity Enables trainee teachers to make links between theory, research and practice Relevant to all trainee teachers at primary level concerned to develop good practice
Faculty Perceptions Of Their Training To Teach Online At A Florida State College
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Author : Morgan Barnett
language : en
Publisher:
Release Date : 2014
Faculty Perceptions Of Their Training To Teach Online At A Florida State College written by Morgan Barnett and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
Institutions of higher education are using distance education to meet the high demand of those seeking a college education. This is especially true for state/community colleges. There are many factors which influence the quality of distance courses, including, but not limited to, technology, pedagogy, and course structure. One of the main assumed factors is the level of training faculty receive prior to teaching online. This research describes a case study of a Florida state college and seeks to explore the faculty perceptions of the training they received in order to prepare for teaching online. This particular training program focuses on the learning platform. An in depth literature review is provided in order to examine the history of online education, the importance of student engagement, as well as a description of best practices for online course development. Results are organized around Moore's Theory of Transactional Distance and show the importance of faculty motivation to teach at a distance. A few emerging themes of online teaching influences appeared, including the importance of collaboration, comfort with technology, prior experience with distance education, enjoyment of teaching online, and fear of cheating.
Student Teacher S Perceptions Of The Pre Service Mathematics Programme In A Primary Teachers College In Zimbabwe
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Author : Barnabas Muyengwa
language : en
Publisher: AuthorHouse
Release Date : 2013-01-09
Student Teacher S Perceptions Of The Pre Service Mathematics Programme In A Primary Teachers College In Zimbabwe written by Barnabas Muyengwa and has been published by AuthorHouse this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-01-09 with Education categories.
This case study investigated the perceptions of the third year student teachers of the first year pre-service Mathematics programme at Seke Teachers' College in Zimbabwe. Student background characteristics of gender, age, teaching experience and Mathematics specialisation were the independent variables also investigated. Data was collected from 278 third year students enrolled for the general Diploma in Education course using questionnaires with a five point Likert type 33 item rating scale and open ended items. The data so collected were analysed both quantitatively and qualitatively. The findings indicated that although the programme was able to provide students with a foundation in subject knowledge more could be done to improve on training in teaching methods and provision of resources. From the variables investigated gender was found to have an effect on students' perceptions of the programme but teaching experience was found to have no effect. The possible relationship between the independent variables of age and Mathematics specialisation and the dependent variable of students' perception of the programme was indicated in too few items to warrant a definite conclusion. Implications for the improvement of the programme are that there is need for the college to revisit some aspects of the structure and organisation of the programme. There is also need for further research involving all primary teachers' colleges.
Teachers Perceptions Of The Effectiveness Of A School Based Staff Development Program
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Author : Gayle Poland Frame
language : en
Publisher:
Release Date : 1989
Teachers Perceptions Of The Effectiveness Of A School Based Staff Development Program written by Gayle Poland Frame and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1989 with categories.
Video Interventions
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Author : Naďa Vondrová
language : en
Publisher: Charles University in Prague, Karolinum Press
Release Date : 2021-01-01
Video Interventions written by Naďa Vondrová and has been published by Charles University in Prague, Karolinum Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-01-01 with Education categories.
The book deals with developing the concept of professional vision (noticing and knowledge-based reasoning) among future primary and secondary school teachers of Biology, Mathematics, English as a foreign language, Art, and Social Studies. Researching the use of video interventions during teacher-training programmes, the authors show that short-term interventions do not significantly improve professional vision, which is in contrast to student teachers’ perception of the practice. The book also uses case studies to uncover individual differences in student teachers’ learning, taking into account their various backgrounds and approaches. This is a valuable resource for teacher educators who are considering the incorporation of video-intervention courses into study programmes and for researchers interested in the development of professional vision.
Instructor Perceptions Of First Year Experience Courses
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Author : Alexander Katz
language : en
Publisher:
Release Date : 2017
Instructor Perceptions Of First Year Experience Courses written by Alexander Katz and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with College freshmen categories.
This study explored and described faculty members’ reports of their first-year experience courses in order to assess and compare whether the courses were consistent among the different institutions and the extent to which they incorporated Barefoot and Fidler’s (1996) nine course characteristics, the Association of American Colleges and Universities’ (2008) essential learning outcomes, and Kuh’s (2008) high-impact practices. The study was conducted at three universities in the Northeast. A multisite, case study design was chosen in order to gather in-depth reports from faculty of first-year experience course curricula at their respective institutions. The course director and two faculty members at each university participated in the study. Qualitative interviews provided data based upon questions formulated by the researcher. Additionally, participants provided copies of their course syllabi and other supplemental documents that related to their first-year experience courses. Overall, the results indicated variation in the first-year experience course curricula at the three institutions. Although all participants indicated that their courses are credit bearing, the number of credits varied, and the placement in the first-year curriculum was inconsistent. Two participants, at one university, reported that students’ GPAs in first-year experience courses are predictive of their first-semester GPAs. One consistency among all participants was that while they do not change the curriculum when first-generation college students are placed in their classes, they do find ways of providing additional support. Recommendations for practice and future research include the following: 1) Course content should consist of both academic and interdisciplinary content; 2) first-year experience courses should continue to include elements of the essential learning outcomes; 3) further research should explore the extent to which improvements in student learning have occurred; 4) further studies should continue identifying the needs of first-generation college students and exploring methods of assisting them during their college experiences.
Exploring Teachers Experiences With And Perceptions Of Mindfulness Practice With English Language Learner And Refugee Student Populations During The Covid 19 Pandemic
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Author : Ellen J. Jenkins
language : en
Publisher:
Release Date : 2021
Exploring Teachers Experiences With And Perceptions Of Mindfulness Practice With English Language Learner And Refugee Student Populations During The Covid 19 Pandemic written by Ellen J. Jenkins and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with COVID-19 Pandemic, 2020- categories.
The United States receives hundreds of thousands of requests for asylum from displaced persons each year. Recent events--such as the takeover of Afghanistan by the Taliban, the emergence of political and social factors in Haiti and Guatemala, and migration resulting from climate change--have increased appeals for asylum and, in some cases, acceptance of those requests. Due to the Afghani refugee crisis alone, over 53,000 refugees had been processed at U.S. military bases as of October 2021. Nearly half of all refugees are estimated to be under the age of 18. Refugees in the United States are often resettled in larger proportions in a few cities, where refugee students can represent a significant percentage of classroom populations. Many refugee students have experienced trauma, which affects them at school and as they learn. Moreover, English language learners (ELLs) share some of the same challenges faced by refugee students. The need for support by ELL and refugee students increased following the move to online teaching during the COVID-19 pandemic. At the same time, teachers have indicated that they lack knowledge of how to support these students and that they desire training and professional development that will provide them with the information and skills they need to meet refugee and ELL students' needs, including those resulting from the pandemic. Hence, the purpose of this case study was to explore teachers' perceptions of the best ways to support ELL and refugee students, especially during the COVID-19 pandemic, including what the teachers perceived to be the best approach after they had completed mindfulness interventions, as well as to explore how teachers can support themselves with mindfulness practice. Drawing on the literature focused on barriers to ELL and refugee student success, on teachers' ability to and perceptions of how best to effectively support ELL and refugee students, and on the practice of mindfulness, semi-structured interviews were conducted with 13 teachers at a school in Philadelphia before and after they completed an 8-week mindfulness training program to investigate their perceptions of challenges related to supporting ELL and refugee students before and during the COVID-19 pandemic, common strategies adopted for supporting these students, and the ways that mindfulness practice supported them. The study addressed three primary research questions: RQ1: What challenges associated with working with ELL and refugee students did teachers encounter before and during the COVID-19 pandemic? RQ2: What strategies did teachers use to help/support ELL and refugee students before and during the COVID-19 pandemic? RQ3: In what ways has participating in mindfulness training supported teachers as they supported ELL and refugee students during the COVID-19 pandemic, before and after most schools returned to in-person learning? Study findings indicate existing barriers for ELL and refugee students were exacerbated during the pandemic and the period of mandated virtual learning. Prior to participating in mindfulness training, teachers relied on known strategies to support ELL and refugee students in both brick-and-mortar and virtual settings during the pandemic. After completing mindfulness training, teachers incorporated mindful activities and lessons with ELL and refugee students. The findings from this research indicate the teachers interviewed found that mindfulness practice supported their students emotionally, socially, and academically; furthermore, mindfulness practice assisted the teachers as they supported their ELL and refugee students. Indeed, the practice brought teachers together as colleagues and created a sense of community and support among them. Keywords: ELL, refugee, student, asylum, barrier, displaced, teacher, challenges, behavior, behavioral, maladaptive, mindfulness, PTSD, fight, flight, trauma