Teacher Education

Hepsiba, Netala; EG, Burugapudi; Rao, Y.F.W. Prasada

doi:10.21744/irjeis.v3i6.529

Cited by 4 publications

(4 citation statements)

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“…Life skills are also considered social because, in each development stage of social history, each region requires each individual to have appropriate life skills. Life skills are not only to solve social problems, but they help to improve people's quality of life (Maryam et al, 2011;Palmer, 2014;Hepsiba et al, 2017). There are many ways to classify life skills.…”

Section: Introductionmentioning

confidence: 99%

Life skills education capacity structure of teacher in the context of current education innovation

Giang

Khánh

Hồng

et al. 2022

ijss

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The current general education innovation has clearly defined the quality and capacity goals that students need to achieve, in which shows the integration of life skills in the requirements of each quality and capacity at each educational level. With this innovation, the requirement on life skills education capacity of high school teachers is set. Thus, training in pedagogical schools should pay attention to developing this capacity for students. The article studies the structure of life skill education capacity of pedagogical students, creating a premise for pedagogical schools to develop this capacity for students, meeting the requirements of reforming the general education program in 2018.

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Section: Introductionmentioning

confidence: 99%

Life skills education capacity structure of teacher in the context of current education innovation

Giang

Khánh

Hồng

et al. 2022

ijss

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“…In this environment, each child has the opportunity to fully and equally engage and participate in early and pre-school education programs: "quality early education equally ensures the development of the maximum potential of each child involved in the educational process within the framework of protecting his / her true interests, ensures equal involvement of each of them taking into account his / her characteristics, needs, by identifying, respecting and providing educational needs based on the social situation". Quality education, in itself, implies the inclusiveness of education (Takano & Tanno, 2009;Smallwood et al, 2011;Hepsiba et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

importance of inclusive learning and teaching enviroment and teacher reflection

Dzamukashvili

2022

ijhla

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The research aims to identify the knowledge, attitudes, and practices of the preschool teachers of the target group regarding the implementation/development of inclusive education. Structure/methodology /approach-10 teachers participated in this study, who were also involved in the research carried out within the framework of the project "teacher reflection for quality early inclusive education". An early inclusive education environment self-reflection method was used, developed within the framework of the early childhood inclusive education (I) project implemented by the European agency for special needs and inclusive education from 2015 to 2017 (www.european-agency.org/agency-projects/inclusive-early childhood-education), our adapted version. Research is qualitative. The reflection method included four open questions: This article reflects educators on the "inclusive environment of teaching and learning". Conclusion: the survey participants ' responses prove that educators and educators are aware of the desire and need to increase their knowledge about the inclusive environment of learning and teaching, but they find it difficult to reflect on these issues and analyze them based on their practice, which can again be considered as their low competence in this regards. Novelty/value: the study of teacher-educator reflection is not conducted on the example of our practice.

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“…This comprises knowing technological tools for appropriate pedagogical designs and strategies. (vii) "TPACK" as a synthesised resource of "Technological knowledge (TK), Content knowledge (CK), Pedagogical knowledge (PK), Pedagogical content knowledge (PCK), Technological content knowledge (TCK), Technological pedagogical knowledge (TPK)", with a target upon how technology can be exclusively knitted to encounter pedagogical necessities to impart certain content in particular settings so as to assure worthwhile learning (Koster et al, 2005;Cochran-Smith, 2005;Erdogan & Sahin, 2010;Hepsiba et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development of TPACK for teacher-educators

Beri

Sharma

2021

lingcure

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The purpose of this study is to develop a valid and reliable TPACK (technological pedagogical content knowledge) scale based on the core components of TPACK framework in order to measure teacher-educators’ TPACK. For this purpose, 46 statements were developed and tested by 5-point Likert type scale. Data were collected from 642 teacher educators working in different colleges of education under different universities in state of Punjab. The collected data was analyzed by using SPSS 22.0 software. The Exploratory Factor Analysis (EFA) was carried out in order to investigate the factor structure of the scale. EFA resulted in six factors named as Pedagogical skills, Creative thinking skills, Ethics, Instructional design, Innovativeness and Virtual learning environment. The Cronbach’s Alpha coefficient for the whole scale was calculated as .848. The KMO value was calculated as .889 and the Bartlett’s Test of Sphericity examined (chi-square = 17196.73; df = 1035), which is significant (P-Value<.001). Based on result and in comparison with the Cronbach’s alpha coefficient values for other TPACK surveys in the literature as a whole and for their sub-components the TPACK scale established here can be said to have a high level of reliability in terms of its factors and as a whole.

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Teacher Education

Cited by 4 publications

References 0 publications

Life skills education capacity structure of teacher in the context of current education innovation

Life skills education capacity structure of teacher in the context of current education innovation

importance of inclusive learning and teaching enviroment and teacher reflection

Development of TPACK for teacher-educators

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