Approaches to Teaching in Professional Training: a Qualitative Study

Bonnes, Caroline; Hochholdinger, Sabine

doi:10.1007/s12186-020-09244-2

Cited by 8 publications

(5 citation statements)

References 30 publications

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“…It underscores continuous professional development for physics teachers. Many studies confirm that ongoing training and self-education are key to successful teaching (Buabeng et al, 2018;Bonnes & Hochholdinger, 2020). The proposed systemic analysis, models, active learning approaches, and assessment tools align with and build on previous research on physics teacher preparation.…”

Section: Differentiation Of Levelssupporting

confidence: 58%

“…Source: compiled by the author based on Malavoloneque and Costa (2022) The curriculum should be aligned with the latest scientific discoveries and developments, reflecting the dynamic nature of the field (Bonnes & Hochholdinger, 2020). By incorporating cuttingedge research and emerging scientific knowledge into the curriculum, future physics teachers can provide students with up-to-date and relevant information, fostering a deeper understanding of scientific concepts.…”

Section: Differentiation Of Levelsmentioning

confidence: 99%

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Improvement of the Professional and Methodical Training of Future Physics Teachers

Nyssan

2023

JPII

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The relevance of this study is conditioned by the fact that the law on education in the Republic of Kazakhstan was updated in 2020, which allows for considering the training of a future physics teacher from a new perspective. The purpose of this study is to develop and introduce instructional foundations for improving the system of professional and methodical training of future physics teachers in the Republic of Kazakhstan. Several models of this system are considered in detail: structural and multilevel. It has been proven that the basis of the system of methodical training for a future physics teacher is the course “Methods of teaching subjects (physics)”. For this purpose, the following research methods were used: analysis and synthesis, design, logical analysis, and the positions of scientific objectivity, systematisation in the study of the professional and methodical training of future physics teachers in the Republic of Kazakhstan. The paper provides a detailed description of the analysed discipline (goals, objectives, principles of choosing the content and design of pedagogical material, and features of the organisation of the educational process). This study provides vital insights into the development and implementation of improved training systems for future physics teachers in Kazakhstan. By focusing on both theoretical and practical aspects of teacher training and aligning them with labor market demands, it sets a precedent for creating more effective and adaptable educational frameworks. These advancements not only enhance the professional competencies of future physics teachers but also promise to elevate the quality of physics education in the region, ultimately contributing to the betterment of educational standards and practices.

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Section: Differentiation Of Levelssupporting

confidence: 58%

Section: Differentiation Of Levelsmentioning

confidence: 99%

Improvement of the Professional and Methodical Training of Future Physics Teachers

Nyssan

2023

JPII

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“…Within the sphere of human resource management, professional training is conceptualized as "planned and systematic activities aimed at enhancing the acquisition of knowledge, skills, and attitudes" (Salas et al, 2012). Contrasted with general education, professional training holds a specific orientation toward skill application, aiming primarily to facilitate the transference of acquired knowledge into the workplace (Bonnes and Hochholdinger, 2020). Transposing this definition to the domain of teacher development, professional training for teachers is orchestrated learning activities designed to foster the elevation and refinement of pedagogical knowledge, competencies, and instructional quality, implemented either socially or institutionally.…”

Section: Professional Training and Innovationmentioning

confidence: 99%

How professional training impacts teaching innovation among ideological and political teachers: the mediating and moderating role of basic psychological needs satisfaction

Cui,

Yin

2023

Front. Psychol.

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The aim of this study is to explore the impact of professional training on teaching innovation among senior high school ideological and political teachers. By introducing the concept of basic psychological needs satisfaction as a mediating factor, the study seeks to uncover the mechanisms and patterns that manifest in teaching innovation within the Chinese cultural context. To gather empirical data, a questionnaire survey was administered to a sample of 780 teachers in this specialized field. The results showed that providing more professional training is an effective way to enhance teaching innovation. Drawing on Self-Determination Theory, the satisfaction of basic psychological needs (competence, relatedness, and autonomy) was found to play an important role in this process. Competence need satisfaction and relatedness need satisfaction played a mediating role, while autonomy need satisfaction played a moderating role. Based on these findings, several recommendations are provided to support the professional training of senior high school ideological and political teachers and enhance their innovation, including providing personalized training programs, building a mentor system, and allowing greater autonomy in school management.

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“…These references, as well as a review of the literature, suggest how to develop critical thinking at every level of education, except for TVET [23]. This is particularly relevant given that the nature of TVET is different to traditional higher education, as was shown before [27]. TVET tends to attract students from lower-income families and with lower levels of motivation [28].…”

Section: Introductionmentioning

confidence: 99%

Developing Critical Thinking in Technical and Vocational Education and Training

et al. 2023

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Critical thinking has been difficult to develop in technical and vocational education and training, where acquiring practical skills is often the priority. This study looks at whether tried-and-tested methods for developing critical thinking in higher education are also effective in this educational context. To test this, an intervention was carried out as part of a compulsory, semester-long “Basic Communication Skills” class for 149 first year engineering students. This involved linking the expected learning outcomes for the course to a series of sub-skills comprising an updated definition of critical thinking. Furthermore, a set of strategies promoting active participation among students was also implemented. The proposed methodology led to improved levels of critical thinking when compared to traditional teaching methods. It was found that lessons characterized as interactive, dynamic, and encouraging active student participation facilitate the teacher’s job in the classroom and improve the development of critical thinking in a specific technical and vocational education context.

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Approaches to Teaching in Professional Training: a Qualitative Study

Cited by 8 publications

References 30 publications

Improvement of the Professional and Methodical Training of Future Physics Teachers

Improvement of the Professional and Methodical Training of Future Physics Teachers

How professional training impacts teaching innovation among ideological and political teachers: the mediating and moderating role of basic psychological needs satisfaction

Developing Critical Thinking in Technical and Vocational Education and Training

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