A Proposal of In-Service Teacher Training Approach for Computer Science Teachers

This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

Section: Introductionmentioning

confidence: 99%

Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools

Julia¹,

Subarjah²,

Maulana³

et al. 2020

“…On the other hand, research such as Karadeniz (2017) points out that students, whose teachers have carried out improvement programs on methodology, increase their taste for the subject, improve in mutual help, cooperation, as well as in cognitive, social and emotional levels. The effectiveness of training programs for teachers through updated methodologies and technologies is also derived from the research of Kert (2019).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, a model of university teaching centred on the student and his or her learning emerges, being conceived in an active way and not as a simple receiver and no longer centered on the teacher himself (Aramburuzabala et al, 2013;Gonzalez & Gonzalez, 2007;Sanchez, 2005;Zabalza, 2009). A new teaching role is established, which is not really so new, but it is generalized from the establishment of the EHEA whose function is to "facilitate learning" which implies not only mastering knowledge and didactic skills but also requires the training of the teacher as someone who teaches (Gonzalez & Gonzalez, 2007) with special interest in how to motivate, how to organize learning processes adapted to students, how to supervise and tutor their activities, how to evaluate them and help them solve difficulties, among others (Kert, 2019;Zabalza, 2009). On many occasions, knowing the elements that motivate students is an important element in deciding on which aspects to focus their teacher training and education (Gorham & Millette, 1997).…”

Section: University Teacher Trainingmentioning

confidence: 99%

Analysis of Training Offers on Active Methodologies for University Teachers in Spain

Higueras-Rodríguez¹

2020

The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model based on student learning, promoting the use of active methodologies for their motivation and academic performance. An exploratory-descriptive and ideographic study is presented where the main technique is the analysis of content. To this end, 15 Spanish universities with the greatest prestige were analyzed according to the parameters of the Academic Ranking of World Universities (ARWU) in relation to the topics related to active methodologies and the profile of university teachers. The results show the different teacher training courses that have been carried out during the 2019/2020 academic year. We find that there are more universities that present more training of this type than others, and who this type of training is aimed at: new teachers and teachers with professional experience. The conclusions are related to the importance of the courses for the professional development of university teachers, since they should not be anchored in the same methodology, but should be open to new challenges and always taking into account the students, enhancing their motivation and academic performance.

“…There are special research centers in the USA and the EU countries that develop methodological recommendations with a wide range of indicators which contribute to the objective assessment of the teacher's scientific, innovative and pedagogical potential. Leading research universities form their scientific and pedagogical contingent at the national and local level involving talented teachers from all over the world (Aslan & Bakir, 2017;Isaeva, 2003;Kert, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Efficiency of Training a Teacher at Higher Education Institutions of Different Profiles

Vykhrushch¹,

Романишина²,

Pehota³

et al. 2020

The article reveals the problem of empirical research of training higher education institutions teachers in the context of the master's degree programme. This study specifies and adapts the methods of diagnostics, criteria for conducting teacher training which are reasonable, psychologically and pedagogically approved and could be implemented in the institutions of higher education of different profiles. It was found out that the training of a teacher within the boundaries of the master's degree programme of institutions of higher education is an actual task of three-level training of a specialist in Ukraine and requires a differentiated approach for institutions of higher education of various profiles. The components of the programme, based on their comparative characteristics, the status of teacher training in higher education institutions of different profiles with the application of certain criteria, indicators and levels were determined. Comparative analysis of the results of determining the levels of activity empathy and pedagogical reflection formation at the final stage of the study showed objective differences in teacher training in the context of the master's degree programme of institutions of higher education of different profiles. The perspective directions of the problem under consideration are the study of the didactic conditions of effective teacher training for the master's degree in higher education and the development of the Concept of master's training in higher education institutions on this basis, the analysis of the influence of the main factors on the formation of a teacher of a higher educational institution in the context of a master's degree programme, in the profile professional training.