Contemporary Technologies to Improve the Quality of Education When Training Teachers

Sibgatullina, Alfiya

doi:10.5539/ies.v8n3p167

Cited by 4 publications

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“…The author explores the notion of "quality of education," suggests, and evaluates criteria for measuring the quality of education of prospective foreign language instructors. The use of the methods and techniques described below in the training of future teachers (information and communication technologies, remote technologies, e-learning, activity-based learning, and others) should, in the author's opinion, contribute to the development of the teacher's professional competence [13].…”

Section: Forms Of Trainingmentioning

confidence: 99%

“…As a result, the analysis of these works will contribute to a review of the research directions of teacher training management while also helping to improve the quality of teaching staff and bringing efficiency to educational systems. The researches are assessment and evaluation [15], [11], [7], [12], [4], [8], [6]; forms of training [10], [5], [1], [17], [16], [13]; nationally [9], [1], [3], [2], [14].…”

Section: Introductionmentioning

confidence: 99%

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A review of the management of teacher training

Nam¹,

The,²

2022

World J. Adv. Res. Rev.

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Teacher quality in general and the Management of Teacher training, in particular, have been becoming interested much more than ever by researchers all over the world because these issues are always regarded as the keys to any quality education system. A review method is used in this paper in order to find out what has been researched in the management of teacher training. The findings show that there are three main focuses of the research assessment and evaluation, forms of training or training delivery and this sector has been researched in some countries. There are further studies on the issue and its relevant characteristics should be carried out that can make futuristic contributions to the management of teacher training.

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Section: Forms Of Trainingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A review of the management of teacher training

Nam¹,

The,²

2022

World J. Adv. Res. Rev.

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“…Sibgatullina presented that the competence of the future teacher should contain a quantity of theoretical knowledge, practical skill and abilities [6]. In recent years, the structure of knowledge and ability of CSL teachers also have gained wide attention.…”

Section: B the New Challenges Of Csl Teachersmentioning

confidence: 99%

TPACK: A New Dimension to Chinese as a Second Language Teacher Training

Cai¹

2016

Proceedings of the 2016 2nd International Conference on Social Science and Higher Education

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Abstract-In recent years, with the rapid growth of China's national strength, "Chinese fever" has constantly promoted globally. Correspondingly, the demand for CSL (Chinese as a second language) teachers has also increased. Faced with today's pluralistic and complex educational contexts, especially the rapid development of ICT (Information and Communications Technology), CSL teachers will encounter more challenges. This study first demonstrates the current situation of CSL teachers' development and requirements for CSL teachers in the new era of science and technology, and then introduces the framework of TPACK (technological pedagogical and content knowledge), which provides a new theoretical guidance for CSL teacher training. In the last section, the paper presents specific suggestions for developing pre-service CSL teachers' TPACK in the teacher training.

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Differences Between Regular and Distance Education in a Teacher’s Training Program

Zacharias

Giossos

2017

European Journal of Open, Distance and E-Learning

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The aim of this research was to study the differences in social presence and autonomy concerning the two methods of education used in a training program for science teachers in the years 2015-2016. The first method was the traditional face to face and the other was the Distance Education method. In particular, the study focused on whether there are differences in the social presence and autonomy between the two teaching methods, and the teaching experience of the participants. A closed-type questionnaire of Likert type was used to collect the data, while t-test for independent samples was used for statistical analysis. The study indicated differences in the social presence and autonomy between the two methods of teaching. Abstract in GreekΣκοπός της έρευνας αυτής ήταν η διερεύνηση των διαφορών στην κοινωνική παρουσία και στην αυτονομία ως προς τις δύο μεθόδους εκπαίδευσης που χρησιμοποιήθηκαν σε ένα επιμορφωτικό πρόγραμμα για εκπαιδευτικούς φυσικών επιστημών το έτος 2015-2016. Η μία μέθοδος ήταν η παραδοσιακή δια ζώσης και η άλλη εξ αποστάσεως. Ειδικότερα η έρευνα επικεντρώθηκε στο αν υπάρχουν διαφορές στην κοινωνική παρουσία και στην αυτονομία ως προς τις δύο μεθόδους διδασκαλίας, το φύλο και την διδακτική εμπειρία των συμμετεχόντων. Για την συλλογή των δεδομένων χρησιμοποιήθηκε ένα ερωτηματολόγιο με κλειστού τύπου ερωτήματα τύπου Likert, ενώ για την στατιστική τους ανάλυση χρησιμοποιήθηκε έλεγχος-t για ανεξάρτητα δείγματα. Η μελέτη έδειξε διαφορές στην κοινωνική παρουσία και στην αυτονομία ως προς τις δύο μεθόδους διδασκαλίας, ως προς το φύλο και στην διδακτική εμπειρία στοχευμένα.

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Contemporary Technologies to Improve the Quality of Education When Training Teachers

Cited by 4 publications

References 0 publications

A review of the management of teacher training

A review of the management of teacher training

TPACK: A New Dimension to Chinese as a Second Language Teacher Training

Differences Between Regular and Distance Education in a Teacher’s Training Program

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