Analysis on the Actions of a Continuous Distance Training Session for Teachers and its Impact on Their Actual Practices

Tamani, Soumia; Amad, Zahra; Abouhanifa, Said; El-Khouzai, Elmostafa; Radid, Mohamed

doi:10.3991/ijim.v15i17.22411

Cited by 3 publications

(2 citation statements)

References 33 publications

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“…One path we have already partly followed is the introduction of a higher degree of distance-learning or mobile-learning elements in the course. The graduates of qualifying studies should be prepared to use these forms of learning as well, according to research conducted among school principals [31,32]. This will require an improvement in the technological equipment of the university and at the same time an increase in the competence of the course lecturers.…”

Section: Perspective Of the Course Development In The Context Of The ...mentioning

confidence: 99%

Teaching Vocational Subjects in Secondary School: A New Career or a Backup Plan?

Adamec

2023

Int. J. Eng. Ped.

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For several years now, not only in the Czech Republic, we have been witnessing various discussions related to the issue of secondary vocational education, especially the shortage and decline of erudite and qualified teachers of vocational subjects. Another issue that increases the demand for new teachers is the ageing of the teaching staff of secondary vocational schools. The government and education policy are responding to this situation in various ways—by increasing salaries, mitigating qualification requirements, promoting qualification training, etc. The objective of this paper is to present a course aimed at qualifying teachers of vocational subjects for secondary schools and to report the results of a survey conducted among its participants. The results were compared according to selected socio-demographic characteristics. The new three-semester course has been implemented since 2020 at a public university in the Czech Republic, which has almost 60 years of experience in various forms of secondary school teachers of vocational subjects training within their fields of specialization. The survey was conducted via an electronic questionnaire and received responses from 100 respondents. The most interesting results include, for example, that about 60% of the respondents attended the course in order to obtain a qualification as a teacher of vocational subjects for secondary schools for possible future use—to strengthen their employability opportunities on the labour market, not because they are already working at a secondary school or because they currently need this qualification.

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Section: Perspective Of the Course Development In The Context Of The ...mentioning

confidence: 99%

Teaching Vocational Subjects in Secondary School: A New Career or a Backup Plan?

Adamec

2023

Int. J. Eng. Ped.

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“…However, the effort made to train teachers doesn't meet the exigencies for quality education (CSEFRS, 2014). Tamani et al (2021) stated that the results of their study "reveal the dissatisfaction of these trainee teachers with the qualifying training they have carried out "The USAID study in 2014 showed that most teachers (87%) of teachers who are in training and (70%) of teachers practicing in educational institutions are not satisfied with their training that is very theoretical and does not meet the requirements of their profession. Based on this research, here are some practical recommendations for improving the quality of teachers' training.…”

Section: Relationships Between Mathematics Grades Procedural and Conc...mentioning

confidence: 99%

Evaluation of procedural and conceptual knowledge of mathematical functions: A case study from Morocco

Qetrani

Achtaich

2022

j. math. educ.

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To measure the procedural and conceptual knowledge of functions and to clarify the relationship between them in the context of mathematics education in Morocco, a structural equation modeling (SEM) analysis was used. In addition, correlation tests between students’ grades at their Mathematical Analysis Assessments and their procedural and conceptual knowledge of functions scores were established to investigate whether students' grades mainly reflect their performance on procedural knowledge or conceptual knowledge. The sample consisted of 337 high school Moroccan students. The study findings indicated that a large group of participants scored high in procedural tasks but low in conceptual tasks. Besides, the participants’ grades in their exams correlate much more strongly with the estimated procedural knowledge scores than the estimated conceptual knowledge scores. On the other hand, the confirmatory factor analysis of the SEM confirmed the reliability, validity, and fitness of the measurement model, whereas the path analysis of the SEM supports the genetic view causal relationship that procedural knowledge of functions is necessary but not sufficient condition for conceptual knowledge. These results provide a theoretical foundation for improving mathematics education by working on the content of the assessments, the teachers’ teaching approaches, and the students’ learning strategies.

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Online Teacher Professional Development: A Research Synthesis on Effectiveness and Evaluation

Stavermann

2024

Tech Know Learn

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This study presents findings on the effectiveness and perception of teacher professional development in online-only and blended learning (BL) formats. The analysis of a total of 115 studies from the research field of online teacher professional development (OTPD) showed that digitized training predominantly led to positive effects on teachers' competencies and teaching practice. Among some of the other positive impacts of OTPD were improvements in students' learning performance, attitudes and motivations, and teachers' self-efficacy; though these aspects were considered much less frequently overall. Despite individual criticisms and suggestions for improvement, OTPD courses were endorsed by teachers. In terms of the take-up amongst participants, online-only and BL formats scored similarly, with the inclusion of synchronous phases, collaborative activities, and support activities proving to be decisive criteria for evaluation. In context of support activities, the involvement of an instructor was found to be effective, although it became clear that it is not only the presence of an instructor that matters, but also the way in which he is involved in the OTPD activity (Lantz-Andersson et al. Teach Teach Educ 75:302-315, 2018 ). A basic open attitude towards OTPD was also held by the training staff, even when complications and difficulties were pointed out.

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Analysis on the Actions of a Continuous Distance Training Session for Teachers and its Impact on Their Actual Practices

Cited by 3 publications

References 33 publications

Teaching Vocational Subjects in Secondary School: A New Career or a Backup Plan?

Teaching Vocational Subjects in Secondary School: A New Career or a Backup Plan?

Evaluation of procedural and conceptual knowledge of mathematical functions: A case study from Morocco

Online Teacher Professional Development: A Research Synthesis on Effectiveness and Evaluation

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