Master’s degree in teacher training

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La práctica reflexiva en el Practicum de Historia del Máster de Formación del Profesorado. Reflective practice in the Practicum of History of the Master's Degree in Teacher Training.10.20420/ElGuiniguada.2020.344

La práctica reflexiva en el Practicum de Historia del Máster de Formación del Profesorado. Reflective practice in the Practicum of History of the Master's Degree in Teacher Training.10.20420/ElGuiniguada.2020.344

En cuanto a considerar si durante el periodo de prácticas se ha fomentado la reflexión profunda desde la universidad, el 83,3% ha considerado que sí, cifra algo superior a la hora de [r]

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Post Bologna Policies for Teacher Training in Portugal: Tensions in building professional identities

Post Bologna Policies for Teacher Training in Portugal: Tensions in building professional identities

The results also point toward the existence of ambiguities regarding the professional identities of future teachers (Dubar, 1997; Lopes, 2007, 2009; Hidalga & Gallego, 2015; Montero, 2005, 2016). This ambiguity seems to be related to the consequences of the teacher’s training courses organisation (in a non-integrated system), the various professional profiles that it allows to access and of the nature and extent of the specific roles that future teachers should play. As mentioned previously in this article, initial teacher training after the BP started being organized into two cycles: the undergraduate, of general training, and the master’s degree, of professional training for teaching, which breaks from an integrated model (Korthagen, 2001, 2010; Almeida et al., 2013). In the case of basic education (early childhood, primary and lower secondary education), professional training may be provided simultaneously for teaching at different levels, which decreases the possibility of building a specific professional identity (Castells, 2000, Lopes, 2002, 2007, 2009; Montero 2005, 2016). In other words, the model resulting from the Bologna Process (Bolivar, 2007; Villa et al., 2015) has created a set of circumstances that appear to be contributing to the construction of what Boyd (2010) designated as “double identities”, or what we call “hybrid professional identity”. These are questions that allow questioning the possibilities that the initial teacher training system, adopted in Portugal as a result of the BP, has to ensure a quality education. Despite this doubt, it must be acknowledged that teacher training to ensure suitability to different levels of schooling can contribute to responding to the needs of the current educational system that is characterized by excess of teachers for some levels.
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Post-Bologna Policies for Teacher Training in Portugal: Tensions in building professional identities

Post-Bologna Policies for Teacher Training in Portugal: Tensions in building professional identities

The results also point toward the existence of ambiguities regarding the professional identities of future teachers (Dubar, 1997; Lopes, 2007, 2009; Hidalga & Gallego, 2015; Montero, 2005, 2016). This ambiguity seems to be related to the consequences of the teacher’s training courses organisation (in a non-integrated system), the various professional profiles that it allows to access and of the nature and extent of the specific roles that future teachers should play. As mentioned previously in this article, initial teacher training after the BP started being organized into two cycles: the undergraduate, of general training, and the master’s degree, of professional training for teaching, which breaks from an integrated model (Korthagen, 2001, 2010; Almeida et al., 2013). In the case of basic education (early childhood, primary and lower secondary education), professional training may be provided simultaneously for teaching at different levels, which decreases the possibility of building a specific professional identity (Castells, 2000, Lopes, 2002, 2007, 2009; Montero 2005, 2016). In other words, the model resulting from the Bologna Process (Bolivar, 2007; Villa et al., 2015) has created a set of circumstances that appear to be contributing to the construction of what Boyd (2010) designated as “double identities”, or what we call “hybrid professional identity”. These are questions that allow questioning the possibilities that the initial teacher training system, adopted in Portugal as a result of the BP, has to ensure a quality education. Despite this doubt, it must be acknowledged that teacher training to ensure suitability to different levels of schooling can contribute to responding to the needs of the current educational system that is characterized by excess of teachers for some levels.
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Orquestación de la enseñanza en la Formación del Profesorado / Orchestration of teaching in the Master Teacher Training

Orquestación de la enseñanza en la Formación del Profesorado / Orchestration of teaching in the Master Teacher Training

La implementación de los recursos TIC mencionados ha ido combinando la interacción presencial de docentes y discentes, con los contactos on-line. De igual modo ha permitido combinar el tra- bajo individual con el trabajo grupal y con las interacciones en gran grupo. En este sentido, Fernández (2011) destaca que algunos de los estilos de aprendizaje y motivaciones del estudiante de Educación Superior, en actos académicos desarrollados bajo Blended-Lear- ning, se modifican y mejoran cuando las actividades de aprendizaje se orientan hacia el trabajo colaborativo. Complementando lo ante- rior, López y Álvarez (2011) señalan que mientras los estudiantes, mediante interacciones educativas, construyen y reconstruyen in- formación que comparten en el entorno virtual de aprendizaje, los docentes deben prevenir situaciones desfavorables para el trabajo cooperativo mediante la oportuna intervención.
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Opinions, perceptions and attitudes of a group of students taking a Bilingual Infant Teacher Training Degree: an empirical study

Opinions, perceptions and attitudes of a group of students taking a Bilingual Infant Teacher Training Degree: an empirical study

According to the input hypothesis established by Krashen (1981), students would be able to develop a better competence in the foreign language if they had a larger exposure to English. We wanted to find out if students taking the bilingual degree were committed to improving their English level by doing more activities apart from coming to class. Surprisingly, only 34.8% (8 participants) of the students are involved in any type of English training. 6 students indicated they were enrolled in the language courses offered in our institutions (B2-B2.2 levels). One student indicated that he/she was learning English in a private language school in her town. The other person who stated that he/she was learning English outside did not specify where. It seems paradoxical that almost 80% of the participants expect to reach a C2 level of English at the end of their studies, when they do not seem to devote any time to extending their training in the language outside the university lessons. As Papaja (2012: 31) puts it: “At the beginning of the CLIL course the learners are very excited about learning subjects in the foreign language but they are unaware of the demands that will be placed on them.”
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Peer mediation teacher in service training program for resolving student disputes

Peer mediation teacher in service training program for resolving student disputes

The findings of the collected data about the opinions of teachers positive and negative sides of the implemented peer mediation in-service training program shows that the program was evaluated as positive. The positive and negative parts was looked upon as important due to evaluating the program and re-developing or implementing as a whole. Teachers’ opinions revealed that the content of the program and the activities as well as scenarios of the modules was constructive and attracted their interest. Teachers also stressed that the program was beneficial for individual and professional knowledge. Teachers stated that implementing peer mediation into school would affect the school environment in a positive way. In addition, they also stressed that the materials used in the activities were rather cheap and easily obtained because they were the kinds of things found at home and used in daily life like toothpaste and tooth brush in one of the activities. Therefore, the training program would not put a burden on the school budget which seems rather an important issue for the countries with poor budgets. Some important and related positive quotations are presented below. Creativity of the teachers regarding the dispute solutions can be the most desired change of the teachers taking part in this study. Anger control is another positive and important change and positive impact of the in- service training which is an important issue for burnt-out teachers.
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Implementing Plurilingualism in Higher Education: Teacher Training Needs and Plan Evaluation

Implementing Plurilingualism in Higher Education: Teacher Training Needs and Plan Evaluation

Despite the widespread indistinct use of the terms plurilingualism, bilingualism and multilingualism, there are some differences reported among these concepts that should be considered. In general terms, the concept of plurilingualism concerns the study of individuals’ repertoires and agency in several languages (Gonçalves, 2011). In contrast, bilingualism and multilingualism refer to the communities or societies in which two or more different languages, respectively, are spoken (Baker, 2006; Moore & Gajo, 2009). As the Council of Europe (2001) clarifies through the Common European Framework of Reference for Languages (CEFR), multilingualism refers to the coexistence of several languages in the same field and the same level, while plurilingualism is the knowledge of several languages by the same individual or group of people. The first requires a political decision and affects institutions, while plurilingualism describes a fact subordinated to different causes, whether natural (home, family) or acquired (language learning) and affects the individual. Such difference is explained by the Council of Europe (2001: 4) as follows:
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Musical training of the Degree in Primary Education in the context of Madrid

Musical training of the Degree in Primary Education in the context of Madrid

As a result of the appearance in 2007 of the regulations governing the degree in Pri- mary Teaching (PT), it now possible that ge- neralist teachers might teach music without having any specific qualification in it. This research is intended to ascertain the extent to which students on the Primary Teaching degree feel that they are enabled to deliver this subject, using an ad hoc questionnaire for this purpose, which uses a reference point the music education curriculum content. A total of 301 students from three public uni- versities in the Community of Madrid were surveyed after they took the music module in the 2013-2014 academic year. The results obtained support the data from other similar international studies (Hallam et al., 2009; Watt, 2000), which reveal a marked shortfall
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Pedagogical  studio as a teacher training technology

Pedagogical studio as a teacher training technology

The Russian Federation provides large-scale support for educational concepts aimed at developing innovative programs and educational environments, which involves partial revision of the existing ideas about innovative experience focused on the professional growth of a school teacher. At the moment, this resource could and should be positioned as one of the most important conditions for the modernization of educational system, which poses new, more complex challenges. Its significance is reflected in a number of documents at the federal level: the program “Development of Education in the Russian Federation for 2013-2020”, the Concept for Long-Term Socio-Economic Development of the Russian Federation until 2020, and some others.
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Master of Chaplain Degree Maestría en Capellanía

Master of Chaplain Degree Maestría en Capellanía

Una Maestría en Teología o (Master of Theology Degree) se enseña desde una perspectiva cristiana, que le da la oportunidad al alumno de integrar la fe y la educación. Este grado también se conoce como M.Th. y ofrece formación teológica avanzada con un fuerte énfasis en la investigación.

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Measuring efectiveness on institutional innovation perspectives in Teacher Training Institutio

Measuring efectiveness on institutional innovation perspectives in Teacher Training Institutio

Historically, Teacher Training Institutions were the main teacher training institutions in Mexico (INEE, 2015b). he initiatives made from the Educational Reform had an impact on the labour market which for decades was exclusive to Education graduates; they maintained in their symbo- lic vision commitment and job positions in the public educational working service (Vera, 2011). Teacher training institutions are in a highly competitive situation in which it must show relevance in enrolment proiles of study programs and curriculums to meet an open market in an efective way. he new provisions imply a greater array of skills and abilities for the admission, promotion and ongoing service of compulsory public educations in which the mediating factor is the requi- red skills of suitable teachers proposed by the Teachers’ Professional Service.
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Crafting lesson studies in initial teacher training: challenges for academic tutoring

Crafting lesson studies in initial teacher training: challenges for academic tutoring

Few individuals, including teachers, are aware of these maps, images and artefacts which make up their repertoires of practical knowledge and which they put into action in each situation. Such repertoires contain assumptions, organised to a greater or lesser degree, on one's own identity, on the identity of others and on the context, which act as a platform for perception, interpretation and decision-making. These assumptions constitute a microcosm of diverging day-to-day knowledge which occasionally contradicts the theories explicitly espoused by the individual in order to explain his or her behaviour (Zanting, Verloop and Vermunt, 1998). To this end Argyris (1993) emphasises the need to differentiate between "theories-in-use" and "espoused theories". The personal and professional efficiency of each individual is related to the level of congruence which he or she is able to achieve between these "theoretical" devices –espoused theories and theories-in-use–, and there is little doubt that serious differences between the two imply high doses of dysfunctionality in interpretation and in action (Soto et al., 2015).
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Student perceptions of gender mainstreaming in initial teacher training: a descriptive study

Student perceptions of gender mainstreaming in initial teacher training: a descriptive study

La ausencia de instrumentos para medir el grado de implementación de la política de igualdad de género en el ámbito de la formación universitaria nos llevó, primero, a elaborar y vali[r]

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In service teacher perception of IWB usage & training in technology enhanced CLIL classrooms

In service teacher perception of IWB usage & training in technology enhanced CLIL classrooms

Regarding our first research question (What is the average level of IWB equipment, usage and training in bilingual schools?) the data (see Table 2) revealed that IWB usage is prominently used in schools, as 71.4% of the teachers agree on the idea that IWB is used more than once a week; but only 30.6% of them consider that it is used more than 50% of actual teaching time. 30.6% of the answers acknowledge that at least 50% staff members actually use the IWB. In some schools, shortage of equipment has a strong bearing on low IWB usage rates. A wider picture can be outlined by data referring to IWB frequency of usage according to subjects. 41.3 % of teachers consider that IWB is mostly used in subjects taught through L2; English scored number one in 21.7% of the answers, and Science did so for 15.2% of the teachers. The very same percentage was obtained by the answer “Other subjects”, whereas only 6.5% of teachers stated IWB was often used in maths. This figure indicates that teachers of maths do not frequently use subject-specific software through the IWB. However, research (Binterová & Komínková, 2013: 95) has proved that using interactive whiteboard elements and mathematical programs, i.e. GeoGebra to deliver maths courses in English at the elementary school level, reached positive outcomes in terms of student and teacher motivation and willingness.
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Implementation of Concurrent Engineering in MUSE (Master in Space Systems) Master's degree in space engineering

Implementation of Concurrent Engineering in MUSE (Master in Space Systems) Master's degree in space engineering

The main goal is to train the students in the character of today’s engineering process whereby the design optimization, materials choice, analysis, simulations, prototyping, etc., must be performed simultaneously. Therefore, changes and information derived from any of the specialist’s activities is directly accessible to everyone in the whole process. By implementing this agile working methodology, MUSE students are trained to be more generalists instead of being only specialists in a single area (such as design, finite element analysis, manufacturing, etc.), having good understanding of each aspect of the design, materials, simulation and manufacturing processes.
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Satisfacción del profesorado con el Grado en Administración de Empresas Teacher satisfaction with the Degree in Business Administration

Satisfacción del profesorado con el Grado en Administración de Empresas Teacher satisfaction with the Degree in Business Administration

Por tanto, el objetivo de este trabajo es analizar la satisfacción de los profesores con determinados aspectos relacionados con los nuevos grados (el alumnado, la organización y desar[r]

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El Campo de la las Prácticas en la formación del profesorado / The Field of Practices in teacher training

El Campo de la las Prácticas en la formación del profesorado / The Field of Practices in teacher training

El tercer eje de análisis —en relación con el sentido político de la formación y al diseño de un currículum para la formación docente como territorios de saber, poder e identidad— lo[r]

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A way of teaching Didactics in teacher training

A way of teaching Didactics in teacher training

This work describes a way to teach Didactics within the framework of the university teacher´s formation. For that, a curriculum is mentioned in which “General Didactics” is included, the main concepts and principles that give shape to the program, the core ideas to work with, and at the same time a combination of movements is shared, questions and worries generated among students through its launching. On the basis of what is set out, the chosen corpus to be taught is a consequence of an articulated work of teaching, research and extension, and through which its practices it was possible to make questions, work with others, and learn from the right and wrongs. This takes place within an open and collaborative process of a public university team from Argentina, in this particular case, The National University from the Litoral (Universidad Nacional del Litoral in Spanish).
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Vicisitudes de la formacin
docente en la ciudad de BogotVicissitudes in teacher
training in Bogot

Vicisitudes de la formacin docente en la ciudad de BogotVicissitudes in teacher training in Bogot

You may find the spot where some conceptualizations of teacher educa- tion are appreciated, as alluded to professionalization. Regarding train- ing, may be noted that the policies of accreditation of university programs represent an attempt to improve teacher training future. In this sense one can observe evidence of sensing the intention not only to talk about the teaching profession but also not- ing those efforts made by shaping academic research groups to ensure the quality of teacher training; same purpose research groups in the educa- tional field within them appear ana- lyzes relating to the service of teaching are performed and conducted educa- tional research that seeks to recognize the competence of teachers and their knowledge about their practice.
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La Formación Docente en la periferia.   Teacher training in the periphery

La Formación Docente en la periferia. Teacher training in the periphery

La Villa se había convertido en el centro cultural de la región, contando con ocho escuelas primarias, sus maestros provenían de otras localidades, por tal motivo es que [r]

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