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Article
Publication date: 9 November 2012

Chien‐Yuan Chen, Kun‐Huang Yu and Mei‐Ying Chen

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

1899

Abstract

Purpose

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

Design/methodology/approach

A three‐level teachertraining 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.

Findings

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 teachertraining program for disaster prevention education.

Originality/value

A three‐level teachertraining 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.

Details

Disaster Prevention and Management: An International Journal, vol. 21 no. 5
Type: Research Article
ISSN: 0965-3562

Keywords

Article
Publication date: 27 March 2009

Hanbing Yan

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

1503

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Practical implications

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.

Originality/value

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.

Details

Campus-Wide Information Systems, vol. 26 no. 2
Type: Research Article
ISSN: 1065-0741

Keywords

Article
Publication date: 1 August 1999

Muhammad Saeed

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…

Abstract

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.

Details

International Journal of Educational Management, vol. 13 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

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…

Abstract

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.

Details

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

Keywords

Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

A significant gap in the history of teacher preparation in Aotearoa New Zealand is a major study of teacherstraining colleges. Although there are published histories of single…

Abstract

A significant gap in the history of teacher preparation in Aotearoa New Zealand is a major study of teacherstraining 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.

Details

Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

Keywords

Article
Publication date: 3 August 2015

Anugamini Priya Srivastava and Rajib Lochan Dhar

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…

1145

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Practical implications

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

Originality/value

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.

Details

European Journal of Training and Development, vol. 39 no. 7
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 16 August 2021

Thanh-Thao Luong and Eunyoung Kim

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

By translating constructivism into online pedagogy, this study provided empirical evidence of how a teacherstraining 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.

Details

Interactive Technology and Smart Education, vol. 19 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 1 November 2007

Judy Hutchings, Dave Daley, Karen Jones, Pam Martin, Tracey Bywater and Rhiain Gwyn

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…

Abstract

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.

Details

Journal of Children's Services, vol. 2 no. 3
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 16 August 2011

Ina Fourie and Kirstin Krauss

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…

1083

Abstract

Purpose

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.

Design/methodology/approach

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).

Findings

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.

Originality/value

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

Details

Journal of Systems and Information Technology, vol. 13 no. 3
Type: Research Article
ISSN: 1328-7265

Keywords

Open Access
Article
Publication date: 4 June 2019

Aideen Ruttledge and John Cathcart

At present, there is no research to support teachers’ use of sensory interventions in the classroom. This study aims to investigate the extent to how participation in a sensory…

5120

Abstract

Purpose

At present, there is no research to support teachers’ use of sensory interventions in the classroom. This study aims to investigate the extent to how participation in a sensory processing training session would improve teachers’ competence, confidence and practice towards supporting children with autism.

Design/methodology/approach

A pilot study design with mixed qualitative and quantitative methods was used to evaluate the impact of sensory processing training on six teachers who taught at least one child with autism in a mainstream school. The Autism Education Trust Competency Framework and face-to-face semi-structured interviews were completed with participants both pre (Time 1) and post (Time 2) training session.

Findings

Quantitative findings presented statistically significant differences (p < 0.05) in results with large effect sizes in the areas of confidence, knowledge, implementing sensory strategies, adjusting sensory environments, reviewing and reflecting. Qualitative data provided by participants corroborated this and indicated a need for further and more detailed training in the area. There was no change in the practice of teachers consulting with pupils about their sensory needs.

Practical implications

This study found that the attendance of teachers at sensory processing training is justified and the promotion of sensory processing training is therefore warranted.

Originality/value

Findings of this pilot study indicate that sensory processing training for teachers does improve competence, confidence and practice towards supporting children with autism. Review of the session to allow more detail, including consulting with the children themselves, is recommended.

Details

Irish Journal of Occupational Therapy, vol. 47 no. 1
Type: Research Article
ISSN: 2398-8819

Keywords

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