In service training of teachers and its futuristic view
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The document discusses changing patterns of in-service teacher training in Pakistan. It describes two new government programs: the Continuous Professional Development Program implemented in 2010, and Induction Training Programs for newly appointed teachers. The Induction Training Programs have two phases - a two-month content-based phase and a seven-month methodology-based phase. The document also presents a futuristic view of in-service teacher training, focusing on 21st century skills, global training needs, ICT literacy, technology-rich classrooms, and creating a dedicated training cadre.
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Emerging Trends in Teacher Education Under NEP2020
Through the goal of brining about a paradigm shift in how teacher education is delivered, the National Education Policy NEP 2020 constitutes a key milestone in Indias educational system. It highlights the value of transdisciplinary instruction, technological integration and education and care for young kids. One kind of program that is very transformative, inquisitive, and universal is teacher education. Modify Programs for teacher education should be created with needs and desires in consideration. A world and civilization in transition Thus, every step of the recruiting, onboarding, training, reward, retention, and feedback processes for teachers needs to be carefully planned properly. Additionally, insuring that the greatest education occurs in the classroom ought to be the ultimate objective of in service teacher development. For it to provide the next generation of teachers with the necessary skills to effectively integrate technology into their teaching practices, teacher education programs ought to incorporate experiential learning opportunities and hands on training. It is recommended that teacher education courses be revised to incorporate thorough instruction on technological and digital tool integrating practices. Examine suggested changes to professional development and teacher preparation programs in order to guarantee that educators have the abilities and know how to successfully execute new educational campaigns. mentoring, on site academic support for teachers, training courses, Peer learning, distance education, and practicing instruction in a classroom under an outstanding instructor are a few possible avenues for teachers to develop their ability to greet plurality.The instructor Development tends to be an ongoing endeavor rather than something that occurs once and for all. Be flexible and involved. Just as effective as career long teacher development. A instructor ought to With his knowledge, he can help learners grow. There ought to be educators who have the ability to make learning fun. Both in service and pre service training are required. The primary aim of the dialogue will be to examine particular reforms that have been proposed suggested for the education of teachers, like the enactment of multidisciplinary training programs and chances for ongoing professional development. The significance of incorporating technology into teacher preparation programs and the importance of mentoring to improve teaching methods will also be addressed in this essay. Learners’ ought to be prepared for complete growth and continuing education throughout their lives. Shibsankar Jana "Emerging Trends in Teacher Education Under NEP2020" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61305.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/61305/emerging-trends-in-teacher-education-unde
1 Definition And Conceptual Framework Of Teacher Education
Teacher education is the theoretical and conceptual framework that guides how teacher training programs are planned and organized. It is based on core values like commitment, holism, experience, collaboration, and knowledge. The objectives of teacher education are to help teachers better understand students, build confidence, learn teaching methodologies, stay updated on the latest in education, become familiar with school organization, develop social insight, and improve education standards. National education policies in countries like the US, UK, and Singapore emphasize the importance of teacher training and establishing standards and requirements for obtaining qualified teacher status.
teacher education.pptx
Teacher education aims to develop the skills and capacities of prospective teachers to prepare them for their roles and responsibilities. It empowers teachers to face challenges and meet the demands of the profession. Effective teachers require skills like critical thinking, communication, organization, creativity, leadership, teamwork, computer skills and time management. Teacher education programs in India are conducted within multidisciplinary institutions and aim to ground teachers in Indian values and knowledge while keeping them informed on advances in education. Accreditation processes help ensure teachers are competent and qualified.
Unit 06 elementary teacher education program in pakistan
The document discusses teacher education and training programs in Pakistan. It notes that there is a quality deficit in Pakistan's education system due to a lack of qualified teachers. It outlines several steps taken by the government to improve teacher training, including requiring a bachelor's degree plus B.Ed for elementary teachers. Various pre-service and in-service teacher training programs across Pakistan are described, along with their eligibility criteria and subjects of study. International organizations are also assisting the government to meet national education policy objectives of improving teacher education.
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Implementation of School Culture-Based Character Education Strengthening Prog...Paulus Robert Tuerah
This study aims to analyze the implementation of the school culture-based Character Education Strengthening (PPK) program at SMP Negeri 10 Satap Tondano. This research uses a qualitative approach. Data collection in this study was carried out using in-depth interviews, observations, and documentation studies. The results of this study show that the implementation of the school culture-based Character Education Strengthening Program (PPK) at SMP Negeri 10 Satap Tondano has not been implemented optimally due to: 1) the availability of inadequate school facilities and infrastructure to support extracurricular and co-curricular activities which are mandatory components in the implementation of school culture-based KDP, 2) parental support for the child's education process that is still lacking, and 3) inadequate school financing in financing the implementation of activities and the procurement of school facilities and infrastructure. For this reason, we should: 1) schools need to coordinate with all stakeholders in the field of education, 2) the government needs to provide sufficient funds to support the implementation of school-based KDP, 3) need maximum support from parents in the form of attention and supervision of children's associationsTeachers' Capacity Building And Productivity in Secondary Schools in Ondo Nor...
The stakeholders in the education sector has been persistent in expressing concern about the dwindling quality of secondary education in Nigeria, which seems to be attributed to the perceived inadequacies in teachers’ capacity building and productivity. This study therefore investigated the level of teachers’ capacity building and determined its implication on teachers’ productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive research design of the survey type was adopted. The sample comprised 30 principals and 600 teachers randomly selected from 30 public secondary schools. Data were collected using two research instruments titled Teachers’ Capacity Building Questionnaire (TCBQ) and Teachers’ Productivity Questionnaire (TPQ). Two research questions were raised and one hypothesis was formulated. Research questions were analyzed using frequency count and percentage while the hypothesis was tested using Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. Results revealed that there was a significant relationship between capacity building and teachers’ productivity [r-cal=0.606, p<0.05]; It was concluded that in spite of the inadequacies in capacity building, teachers maintained high level of productivity possibly due to their strong commitment to professional duties. However, teachers are still faced with the challenges of excess workloads, large class size and shortage of instructional materials. It is recommended that the State Government should employ adequate number of qualified teachers to ensure manageable workloads and improve classroom management; the State Ministry of Education and other relevant stakeholders in the education sector should provide adequate instructional materials and step up efforts in organizing periodic capacity training workshops and seminars based on the professional needs assessment to update teachers’ knowledge and skills in instructional best practices to improve productivity in secondary schools.
V66 130
This document summarizes an action research study that aimed to improve the academic performance of students with low grades through the use of guidance and counseling (GC) services using information and communication technologies (ICTs). The study was conducted in two cycles. In the first cycle, GC services were provided indirectly and without a structured program. In the second cycle, GC services were provided indirectly and with a structured program using ICT applications on mobile phones and computers. The results showed significant improvements in student grades when indirect GC services were provided using ICT.
TEACHER EDUCATION - TEACHER EDUCATION PROBLEMS , PROSPECTS AND FUTURE - UNIT ...
TEACHER EDUCATION - TEACHER EDUCATION PROBLEMS , PROSPECTS AND FUTURE - UNIT 4 - COURSE CODE 8626 - AIOU - B.ED
Teacher Education Prospects and Future-Unit 04- 8626
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Unit 4: Teacher Education Prospects and Future
Course Code 8626
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Managing human resource development of educators in inclusion-based elementar...Journal of Education and Learning (EduLearn)
This study was a descriptive qualitative research. The respondents of were
headmasters, human resource (HR) coordinators, teachers and special guide
teachers. Data were collected through observation, interview, and
documentation. Data were validated using source and method triangulations.
Data were then analyzed. The results are as follows: 1) HR planning started
from needs preparation, recruitment, selection, placement, orientation and
adaptation to the new workplaces. The difference is found in SDIT Al Irsyad
Al Islamiyyah 2 Purwokerto compared to the other two elementary schools.
The recruitment of its new employees at all levels is carried out by the
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training. The difference is also found in SDIT Al Irsyad Al Islamiyyah 2
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employees, and school headmasters). Issues and challenges in integrating ict
1. The document discusses Malaysia's Smart School initiative which began in 1997 to transform schools into learning institutions that prepare students for the digital age.
2. The goals of Smart Schools are to develop a skilled workforce, promote education for all, produce technology-literate thinkers, support student development, and enhance individual strengths.
3. Key components of Smart Schools are the teaching-learning process, management and administration, use of technology, and emphasis on skills like critical thinking across the curriculum.
Issues and challenges in integrating ict
The document discusses the development of Smart Schools in Malaysia from 1999 to the present. It covers 4 waves: the pilot wave from 1999-2002, the post-pilot wave from 2002-2005, making all schools Smart Schools from 2005-2010, and consolidating and stabilizing from 2010-2020. Some key challenges of implementing Smart Schools included a lack of information skills among students and teachers, insufficient training for teachers, and inadequate technology infrastructure in early waves. The goal was to prepare students for the digital age by reinventing teaching practices and integrating technology into the curriculum.
Issues and challenges in integrating ict
The document discusses the development of Smart Schools in Malaysia from 1999 to the present. It covers 4 waves: the pilot wave from 1999-2002, the post-pilot wave from 2002-2005, making all schools Smart Schools from 2005-2010, and consolidating and stabilizing from 2010-2020. Some key challenges of implementing Smart Schools included a lack of information skills among students and teachers, insufficient training for teachers, and inadequate technology infrastructure in early waves. The goal was to prepare students for the digital age and knowledge-based economy by reinventing teaching practices and integrating technology.
Issues and challenges in integrating ict
The document discusses the development of Smart Schools in Malaysia from 1999 to the present. It covers 4 waves: the pilot wave from 1999-2002, the post-pilot wave from 2002-2005, making all schools Smart Schools from 2005-2010, and consolidating and stabilizing from 2010-2020. Some key challenges of implementing Smart Schools included a lack of information skills among students and teachers, insufficient training for teachers, and inadequate technology infrastructure in early waves. The goal was to prepare students for the digital age by reinventing teaching practices and integrating technology into the curriculum.
Impact of Skill Development Training among School Teachers
Skill development training provided for the educated youths will maximize the merits of education system in India with productivity and employability skills expected by organizations and institutions in a developing country like India. The present study is used to analyze about the impact of skill development training provided to 63 school teachers from secondary and primary schools of Tirunelveli, Tamilnadu. A structured questionnaire was used in this study to explore the results with the help of statistical package for social science (SPSS). From the study it is revealed that the skill development is essential for younger generation to improvise their opportunities in the field of computer science in their career and for their future.
Effect of Information and Communication Technology (ICT) on Teacher Education...
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Business Plan (1)
This document provides a business plan for a proposed Smart School in Karachi, Pakistan. It discusses the financial requirements, executive summary, concept of smart classrooms, training programs for teachers, comparisons to models in other countries like Malaysia, and addresses challenges and risks. The plan proposes using technology like smart boards, tablet PCs, and online resources to provide a high-quality education with an affordable fee structure. It also discusses marketing, operations, organizational structure, and risk assessments. The goal is to help achieve Pakistan's education targets by introducing an innovative ICT-based learning system.
Dr.omprakash and dr.bharathi madam sri lanka ppt
The document provides a critique of contemporary teacher education programs in India and Sri Lanka. It outlines the objectives of the study as comparing the objectives, forms and features, administration, management, organization, trends and issues of pre-service secondary teacher education programs between the two countries. The key objectives of secondary teacher education programs in both India and Sri Lanka are to promote quality education of teachers with subject knowledge, computer/English literacy, and experience with needs-based learning methods. Both countries also aim to improve course structure and curricula at the secondary level of teacher education to develop competent teachers who can spread awareness of national development.
Impact of naem training in qualitative approach
The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts
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Emerging Trends in Teacher Education Under NEP2020
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
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In service training of teachers and its futuristic view
- 2. Changing Patterns of in-Service Education & Its Futuristic View By SAMI UL HAQ M. Phil (Educational Leadership & Management) In-progress BS (English Literature). M. Ed TEYL (George Mason University) US
- 3. Changing Patterns of In-service Education and Training In 2010, the government implemented the “Continuous Professional Development Program (CPD)”. It was organized by “Provincial Institute of Teacher Education (PITE)”. The government also initiated “Induction Training Programs” for newly appointed teaching staff. The “Induction Training Programs” has two phases.
- 4. Changing Patterns of In-service Education and Training The first phase It is a two months training. It is a two days training program. It is content based training. It was conducted in the computer labs of local schools. It consists of the subjects such as English, Islamic Studies, Mathematics, General Science, Pakistan Study etc. They are giving tablets and laptops to the teachers for searching online study material, online assessment & evaluation.
- 5. Changing Patterns of In-service Education and Training The Second Phase It is a seven months training. It is a 3-4 days training program. It is methodology based training. It was conducted in the “Regional Institute of Teacher Education (RITE)”. It consists of the subjects such as psychology, curriculum, evaluation & measurement etc.
- 6. Futuristic View of In-Service teachers training in Pakistan In future the teachers will be trained to be able to have; The 21st century skills such as Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing information, research skills and practices, Creativity, curiosity, imagination, innovation, self-direction, planning, self-discipline, and especially life skills. Conduction of teachers training and development programs to meet the criteria and needs of global community to teach everywhere, in any context and in everyway.
- 7. Futuristic View of In-Service teachers training in Pakistan To initiated training programs to teach the information and communication technology (ICT) skills to the teaching faculty who are illiterate in using technology to support and conduct online classes and teaching material, presentations etc. In future the classroom will be ICT enriched with multimedia projector, smart boards etc. completely different from traditional classroom. In future, the government is planning to create a “training cadre” to tackle the issue of shortage of trained masters trainers.