Training /Practice Ammunitions

2021 ◽  
pp. 567-573
Author(s):  
Ajoy K. Bose
Keyword(s):  
2018 ◽  
pp. 49-57
Author(s):  
N. A. Gluzman

In the modern educational space regarding the realities of the information society special importance is attached to issues related to the provision of a high level of informatization of education, which implies teachers’ mastering the necessary competencies and the ability to introduce e-learning resources into educational and training practice. Adobe Flash as one of the platforms for creating web applications and multimedia presentations enjoys greatest popularity with users including teachers. However, in connection with the announcement of discontinuing Adobe Flash support in 2020, the issue of choosing an analog to create web applications and presentations for use in teaching purposes is becoming particularly relevant. The article provides a comprehensive analysis of developing electronic educational resources by teachers using Adobe Flash and HTML5 for teaching math in primary school.


Author(s):  
P. A. Strelnikov

The article presents the results of the methodological analysis of the existing practice of University training in terms of graduates' integrated competencies. The analysis was carried out at the general philosophical (system and genetic approaches), general scientific (process-effect approach), specific scientific (competence, personal-activity and situation-problem approaches) and methodological and procedural levels (integrative and interdisciplinary approaches). Systemic shortcomings that impede the educational productivity of the existing training practice in terms of the efficiency of educational integration are identified and described. The definition of educational integration is given as the process of integration of individual competencies acquired by a student in the process of mastering individual disciplines into a single system totality, which is an integral tool for the graduate's professional activity.


2019 ◽  
Author(s):  
Sarah Alix

<p>We report a three-stage process of developing a model of teacher education to encompass provision for Looked After Children in schools in the UK. First, a survey of 78 trainee teachers explored their perceptions and early practice concerning educating Looked After Children (LAC). There are currently 68,840 children of school age in the UK that have been ‘looked after’ for 12 months or more, and their education is of particular concern both within political and educational circles. Second, teacher education programmes were then reviewed to highlight omissions in relation to LAC, and to initiate an early model for improved training practice, not only for teachers in training but also for the continued professional development of those active in service. Third came the development of a model through consultation with major stakeholders in the field of education for Looked After Children. These were state and charitable organisations, and incorporated responses from Virtual School Headteachers (VSHs) who have oversight of the education for LAC, who are placed on a ‘virtual school’ roll even though physically spread across the schools within a local authority and beyond. The outcomes of the study are limited by the small scale of the research, but provide a validated template for the initial and continued education of teachers for LAC.</p>


Author(s):  
Carlos Zerrweck ◽  
◽  
Nelson R. Rodríguez ◽  
Hugo Sánchez ◽  
Luis C. Zurita ◽  
...  

2021 ◽  
Vol 26 (1) ◽  
pp. 1899642
Author(s):  
Miao He ◽  
Xiang-qi Tang ◽  
Hai-nan Zhang ◽  
Ying-ying Luo ◽  
Zhen-chu Tang ◽  
...  

2013 ◽  
Vol 13 (9) ◽  
pp. S25-S26
Author(s):  
Aaron Clark ◽  
Christopher P. Ames ◽  
Malla Keefe ◽  
Tyler R. Koski ◽  
Michael K. Rosner ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document