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The aim of this project is to modify and test the executive model of professional teacher training of disaster prevention education.

A three‐level teacher‐training program for disaster prevention education and training curricula is designed for campus disaster mitigation. The designed disaster prevention education in schools focus on the awareness of disasters, attitude toward prevention, preparation beforehand, appropriate countermeasures, scheduled drills, establishment of community‐based prevention units, participation, training programs for teachers, safety warning signs for public buildings, and research on disaster prevention.

The accomplishment of the project includes: the design of a systematic license procedure for disaster prevention for the leading‐level, county‐level, and campus‐level; the design of a systematic curricula for teacher training of disaster prevention and training campus‐level teachers; and the evaluation of the efficiency and performance of the teacher‐training program for disaster prevention education.

A three‐level teacher‐training program for disaster prevention education and training curricula is designed. Statistics analysis of training and learning efficiency evaluation by trainee shows that the designed courses are efficient and practical. The project cultured 310 campus‐level disaster prevention teachers and more than 1,000 licensed teachers trained that follow the training program in Taiwan.

The purpose of this paper is twofold: first, to introduce the overall situation of online teacher training in China, and then to analyze some typical state level e‐training projects; second, to describe the problems that most teacher training agencies (TTAs) have. Also, this article presents the background, process and achievement of a practical model – e‐Training Community (eTC) – which integrates the advantages of professional organizations and TTAs.

This article reviews literature related to Ministry of Education (MOE) policies and general reviews or reports about China's teacher e‐training. The case study approach is applied in this study. The e‐Training Community is a particular cooperative model developed by the Distance Education College of East China Normal University. A survey and interview are applied to gain deep understanding of this model.

E‐learning is an effective way for teacher education in China to meet the challenge of massive and routine training. The recent projects initiated by MOE show that the trend of e‐training is on the right track. However, China's teacher e‐training still has a long way to go because most TTAs still do not have the ability to implement e‐training by themselves. The eTC model presented in this article shows its strength in solving this problem.

The development of distance education needs professional guidance. How to integrate professional strength of universities and practical strength of local agencies is key to improving the overall quality of teacher e‐training.

This article introduces and analyzes the eTC model, which is a creative model in the field of distance education in China. This model is a good example for professional organizations to push the e‐learning practice.

Gives a brief view of the in‐service training of primary school teachers in Greece in the historical contexts as well as the current situation. The major purpose, however, is to investigate the views of directors and vice directors of “regional in‐service training centres” (PEK) about the different aspects of in‐service training of primary school teachers. These include: the objectives and curricula of different in‐service training programmes; the methodology of teaching and practice; the assessment criteria for trainee teachers; the criteria for the selection of trainees and trainers; the provision of daily allowance for trainees and trainers; the organizational set‐up; the financing and nature, duration and management and control of different training programmes. The results showed that generally the respondents were satisfied with the existing situation. The chi‐square (w²) test demonstrated that position/rank and qualification had no significant impact on the opinions of directors and vice directors regarding most of these aspects.

The purpose of this study is to evaluate an in-service training (INSET) programme for improving the quality of English language teaching in Zanzibar’s secondary schools. Specifically, there were two objectives: i) to explore the teachers’ views on the zanzibar improvement students prospect (ZISP) training programme in improving the English language teaching techniques in secondary schools in Zanzibar and ii) to find out the organisational support provided to teachers when they are using the skills and knowledge acquired from the ZISP teaching programme.

The study used a qualitative research approach, particularly the case-study design. It used interviews to collect qualitative data that was analysed thematically. Twelve English language teachers from seven secondary schools who had benefited from the ZISP teaching programme and five headmasters from five schools participated in the study as respondents.

The study found that the ZISP training programme equipped teachers with pedagogical skills useful for preparing lessons and materials, using technology in teaching and providing timely feedback to students. In terms of support, teachers receive materials and motivation from various organisations.

This study focused on ordinary teachers and headmasters. Nevertheless, other studies could use classroom observation, focus group discussion, document review or survey questionnaire to evaluate the impact of the programme and look at how the skills obtained are used in the teaching and learning of the English language. In addition, this study involved 12 participants who were teachers and headmasters, respectively. Other studies could include students, their families, employers and non-teaching staff. This would provide a holistic view of how the stakeholders perceive the INSET programme.

The study contributes to the body of knowledge regarding the benefits and organisational support teachers receive after participating in the INSET training programme in Zanzibar. Thus, teachers need regular exposure to INSET so that they improve the quality of their teaching.

Written official and formal accounts such as Inspectors’ Reports provide a summary of the teachers’ work, conduct, interactions with pupils, as well as a glimpse of the skills, knowledge and dispositions brought to their work. What can be concluded from these reports is that teachers had little occupational control of their work. What was taught and how they taught were prescribed by the curriculum and mediated against the standards pupils attained. In addition, teachers’ and pupils’ successes and failures were made public in Inspectors’ Reports, although it was the teacher who was more readily identifiable if not explicitly named. This is not to suggest that teachers did not act as agents of change. Increasingly, teachers sought to professionalize their work through qualifications, training and exposure to new ideas and practices. Against this backdrop of the professionalization of the workforce were the increasing bureaucratization of schools and teaching and the institutionalization of teacher preparation and training.

A significant gap in the history of teacher preparation in Aotearoa New Zealand is a major study of teachers’ training colleges. Although there are published histories of single teacher colleges, there has been no collective understanding of the role and purpose of these colleges in the development and preparation of teachers. This chapter is not a linear history of the development of teachers’ colleges, but rather an examination of the economic, political and social factors that affected the contested operations of these institutions. The implications for the preparation of elementary (primary), and post–primary (secondary) teachers are considered.

This study aims to develop the scale for perception of training comprehensiveness and attempts to examine the influence of perception of training comprehensiveness on role behaviour: teachers’ efficacy as a mediator and job autonomy as a moderator.

Through the steps for a generation, refinement, purification and validation of the scale, the measures of training comprehensiveness are defined, followed by an exploratory factor analysis. In all, 961 primary school teachers and 323 principals participated in the study. Teachers rated their perception of training comprehensiveness, self-efficacy and job autonomy, while principals rated the role behaviour of teachers, to avoid self-reporting biases.

Regression analysis showed that training comprehensiveness affects teachers’ self-efficacy, higher teachers’ efficacy increases the teachers’ role behaviour, training comprehensiveness indirectly influences role behaviour and job autonomy moderated the channel of teachers’ efficacy and role behaviour. These results indicated that in primary schools specifically in rural areas of India, individual perception of training, skill development and human resource development practice induces teachers’ role behaviour via raising their efficacy to combat with adverse situations. Job autonomy on an independent basis moderates the positive relationship between self-efficacy and role behaviour.

This study also provides various practical and research-based implications.

The scale for training comprehensiveness has been developed, and its impact on behavioural attributes like efficacy and role behaviour is examined for a sample of teachers.

As Vietnam needs to shift from physical to virtual classrooms owing to the coronavirus disease 2019 (COVID-19) pandemic, this study aims to propose and evaluate a constructivist training course designed to improve instructors’ self-confidence in conducting synchronous online teaching by helping them develop the skills required for such.

A total of 67 in-service instructors in various hospitality and tourism institutions in Vietnam participated in the proposed course. Constructivist approaches were adopted to design learning activities. Delivered via Blackboard Collaborate’s classroom version, the course aims at enhancing instructors’ self-confidence in the knowledge and skills required for synchronous online teaching: developing online presence, planning lessons, handling technology, adapting to learners’ preferences and classroom management. Using qualitative and quantitative analyses, this paper evaluated the proposed course by comparing participants’ levels of self-confidence in conducting synchronous online teaching before and after the training.

The results show that participants’ self-confidence was enhanced after the course. To improve the course, however, more time should be allotted for practice sessions where participants can pedagogically and technologically familiarize themselves with online teaching tools.

By translating constructivism into online pedagogy, this study provided empirical evidence of how a teachers’ training program was designed and implemented to meet the need to shift from real-life to real-time classrooms in Vietnam during the COVID-19 pandemic. It also contributes to the growing literature on methods of improving instructors’ readiness in synchronous online teaching.

The evidence‐based Incredible Years Teacher Classroom Management (TCM) Programme was developed to meet demands from teachers for strategies to manage disruptive behaviours in the classroom (Webster‐Stratton, 1999). This article describes the programme and reports on its first use in the UK. In the first study 23 teachers attended the five‐day classroom management programme, 20 completed the final satisfaction questionnaire and 21 participated in a semi‐structured follow‐up interview. Teachers who implemented the training in their classrooms reported satisfaction with the programme and believed that the strategies taught were effective and improved pupils' conduct. In the second study, blind observation of teacher classroom behaviour was undertaken in 21 classes: 10 teachers had received the TCM training and 11 had not. Teachers who received TCM training gave clearer instructions to children and allowed more time for compliance before repeating instructions. The children in their classes were more compliant than children in the classes of untrained teachers. The implications of these findings are discussed.

Information literacy (IL) training for teachers in developing communities, e.g. rural areas or townships in developing countries, is expected to pose special challenges in terms of sustainability, contextualisation, life‐long learning and empowerment. Little has been reported on such training in developing countries. Based on the authors' involvement in a UNESCO‐funded IL training project for teachers in a developing community in South Africa, the purpose of this paper is to review literature and to suggest a model that can further research and training in IL that meets actual requirements and needs of developing communities.

Literature reviews on four issues are reported on: ICT skills, teachers and developing/rural contexts; IL skills, teachers and developing communities; internet usage, search skills, teachers and developing communities; and lessons from ICT for development (ICT4D).

ICT4D literature and critical social theory seem useful to further research on IL training in developing communities as it empowers researchers to take up a position of enquiry that questions the value of ICT and the underlying assumptions embedded in the ways ICT is introduced in developing contexts. It is assumed that this would also apply to IL.

The contribution is original in its attempt to combine IL and ICT training for teachers in a developing community against an ICT4D background.