Search results for " TEA"

Training of future STEAM teachers: Comparison between primary degree students and secondary master's degree students

2022

In recent years, the presence of the acronym STEAM has been growing in the educational field. All around the world we are faced with a growing demand for professional STEM skills, however, who has the responsibility to train future STEAM teachers? In this article, we explain the results of an investigation with university students pursuing a degree in primary education and Master’s degree students in  secondary education, with technology speciality, participating in a seminar about STEAM projects design in two consecutive academic calendar years (18/19 and 19/20). We analyse the responses to a questionnaire which was specifically designed to discover their knowledge about STEAM and the pred…

Politique de recrutement des enseignants non fonctionnaires et qualité de l'éducation de base au Sénégal : quels enseignements vers l'Education Pour …

2011

In the early 1990s, like in many other countries in sub-Saharan Africa, Senegal was also facing a decrease in the gross school enrolment ratio (GER). Despite the numerous measures taken for increasing GER at lower cost (creation of double shift classes, strengthening of multi-grade classes, creation of training schools which train teachers curriculum in one year instead of four as previously, increased recruitment of assistant teachers, etc.), this decline continued until 1994. In order to reverse this downward trend, the government recruited non-civil servant teachers (education volunteers and contract teachers). Compared to their tenured colleagues, these "new teachers" received a short d…

Pedagogy and Teacher Education (Scientific Papers University of Latvia, vol. 811)

2016

THEORETICAL FRAMEWORK FOR TEACHERS SELF- ASSESSMENT TO TEACH 21ST CENTURY SKILLS

2021

The context of educational reforms taking place in many countries gives special relevance, as the curriculum enters the 21st century skills or so-called transversal skills. It is necessary to ascertain how successful the teaching of these skills is already so that the school management together with teachers develop evidence-based or data-driven professional development solutions. The aim of the research is to create a theoretical framework and corresponding self-assessment tools, how the teacher can assess for himself to what extent he has succeeded in achieving the competence to teach students in the 21st century skills required to achieve the goals set by the school in the context of the…

Seeking New Perspectives on the Development of Teacher Education – A Study of the Finnish Context

2013

Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of academic and university-based teacher education in Finland. Findings revealed three major challenges: (a) obstacles in renegotiating professional identity, (b) internal competition between subject-matter groups within the department, and (c) discrepancies between individual agency and organizational development. Based on the findings, this study argues…

What Research Shows about Mathematics Teachers' Learning Needs: Experience from Latvia

2015

<p><em>The implementation of new skills (competencies) according to education regulation documents in 2006 – 2008 demanded a change in the Mathematics and Science teaching practice in Latvia. Work on the new education reform started this year (2015). The aim of the research is to look for the answers to the following questions – do the changes in learning approach occur and are teachers’ skills sufficient for organizing a different teaching process? What are the learning needs expressed by teachers and concluded by experts? The range of cognitive activity, collaboration and focusing on students’ learning are the criteria set for lesson observations. The research shows a tendency…

La metodología de la Flipped Classroom (FC) en la práctica didáctica de los docentes universitarios. Hacia una definición del modelo didáctico a part…

2022

El trabajo de investigación que se presenta aborda el tema de la implementación del Flipped Classroom, o clase invertida, en el contexto universitario. Flipped Classroom es un método formativo activo, que consiste en invertir los tiempos y espacios de aprendizaje. Al implementarlo, el profesor prepara y proporciona al alumnado los contenidos a estudiar con antelación, de manera que, en el tiempo de clase, hay más posibilidades para hacer ejercicios y practicar los conceptos aprendidos durante el autoestudio. Además, en este proceso juega un papel fundamental el feedback que el docente da a sus alumnos sobre su nivel de comprensión, así como los resultados del aprendizaje y los comentarios q…

Estudio de un instrumento para la evaluación del profesorado universitario

1997

An Inquiry Based Approach to the study of energy exchange by thermal radiation

2012

A teaching-learning sequence regarding the investigation of energy exchange by thermal radiation, conduction and convection is under development within the context of “Establish”, a FP7 European Project aimed at promoting and developing Inquiry Based Science Education in European Secondary Schools. Here we present some relevant laboratory activities of this inquiry-oriented teaching/learning sequence for secondary school level students (or even first-level university ones), aimed at investigating the physics of energy transmission by thermal radiation. In traditional laboratory work, the focus of students activities is mostly dedicated on verifying information previously transferred by the …

THE IMPACT OF HEADMASTER’S LEADERSHIP PRACTICE ON THE FORMATION OF A PROFESSIONAL LEARNING COMMUNITY AT SCHOOL

2019

In the context of general education content reform initiated in Latvia, which also provides change of teaching approach, the issue of the role of headmaster has raised. The introduction and implementation of competence approach requires strengthening and development of cooperation between teachers in professional learning communities (PLCs) at school, in order to address didactic issues, regularly analyze pupils` learning outcomes and find best ways to increase the learning outcomes of each pupil, and give an opportunity for teachers to improve their teaching by sharing good pedagogical practice. The change of teaching approach prompts a revision of school management practices as well. In o…