Quality Teaching and Teacher Education

Wang, Jian; Lin, Emily; Spalding, Elizabeth; Klecka, Cari L.; Odell, Sandra J.

doi:10.1177/0022487111409551

Cited by 58 publications

(48 citation statements)

References 42 publications

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“…Good quality teaching is considered to contribute to student learning (Wang et al, 2010) TVET emphasizes what the students are learning and doing, promoting student-centered learning where students are active learners guided by the teacher (Smith, 1999). However, in TVET teacher training colleges, course delivery appears to be predominantly teachercentered, as reflected by the ratings of the teacher training students (see Chapter 5).…”

Section: Tvet Teacher Education and Professional Developmentmentioning

confidence: 99%

Towards competence-based technical-vocational education and training in Ethiopia

Solomon¹

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Section: Tvet Teacher Education and Professional Developmentmentioning

confidence: 99%

Towards competence-based technical-vocational education and training in Ethiopia

Solomon¹

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“…The quality of students' training characterizes the result of educational activity -the level of readiness, but also the factors of this result, which depends on the purpose of education, content and methodology of organization and technology. All of the mentioned characteristics are the characteristics we consciously influence on and that are necessary to be managed (Burbules, 2004;Cochran-Smith, 2003;Csapo, 2007;Hollins, 2011;Hsieh, Law, & Shy, 2011;Nair, Webster, & Mertova, 2010;Wang, Lin, Spalding, Klecka, & Odell, 2011). Development and foundation of monitoring as a system for tracking the educational process and improving its quality, objectives, tasks, implementation mechanisms and indicators are disclosed in the works written by Richards (1988), Bedesem and Dieker (2013), Ghatala (2011), Ballou andSpringer (2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Monitoring of the Educational Process with the Use of Information and Communication Technologies: A Case Study in Computer Science

Barinova

Zakirova

Akhmetova

et al. 2018

EURASIA J MATH SCI T

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The main goal of the present paper is to get a feedback of the Computer Science lessons in order to introduce consecutive changes in Computer Science curriculum for enhancing the efficiency of the educational process. One of the prospective ways of solving such a problem is the use of information and communication technologies that help searching for an option for enhancing the efficiency. The aim of the current research is to develop monitoring of the educational process at the Computer Science lessons with the use of information and communication technologies and the implementation of the process concerning teachers' deliberate acquirement of monitoring skills. The essential method is monitoring that can improve the state of schooling at the Computer Science lessons by means of identifying problems and deliberate individual work. The paper deals with the step-by-step algorithm of the monitoring implementation at the Computer Science lessons. This algorithm includes the following stages: introductory and motivational, reproductive self work, productive self work and final stage. The peculiarity of monitoring is its traceability of the educational process, a phased examination and progress assessment at the Computer Science lessons. The implementation of phased monitoring at the Computer Science lessons aims at classroom management, the development of educational work and impartial progress assessment.

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“…7 og 8), inkluderes laerernes undervisningskvalitet også i analysene i dette kapitlet ettersom tidligere forskning har vist at laerernes kompetanse har en sammenheng med deres undervisningskvalitet, som igjen har en sammenheng med elevenes prestasjoner (se f.eks. Wang, Lin, Spalding, Klecka, & Odell, 2011;Wayne & Youngs, 2003).…”

Section: Laererkompetanse Og Sammenhengerunclassified

6 Lærerkompetanse

Kaarstein¹,

Nilsen²,

Blömeke³

2016

Vi Kan Lykkes I Realfag

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SAMMENDRAG Elevene som deltar i TIMSS 2015, undervises av laerere med forholdsvis lang erfaring. Svaert få av disse laererne mangler formell laererutdanning. Det er omtrent like mange elever som undervises av laerere med fagspesialisering som uten fagspesialisering. Dette gjelder både i matematikk og naturfag. Laererne trives med å vaere laerere og føler seg forholdsvis trygge både faglig og fagdidaktisk sett. Analysene av sammenhenger i dette kapitlet er foretatt på data fra 9. trinn, naturfag. Her viser det seg at laerernes faglige og fagdidaktiske trygghet har en sterk sammenheng med deres undervisningskvalitet, som igjen henger sammen med elevenes prestasjoner i naturfag.

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Quality Teaching and Teacher Education

Cited by 58 publications

References 42 publications

Towards competence-based technical-vocational education and training in Ethiopia

Towards competence-based technical-vocational education and training in Ethiopia

Monitoring of the Educational Process with the Use of Information and Communication Technologies: A Case Study in Computer Science

6 Lærerkompetanse

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