QUALITY COMPONENTS IN ONLINE LEARNING DURING COVID-19 IN TEACHER TRAINING INSTITUTIONS - THE STUDENT'S PERSPECTIVE

2021 ◽  
Author(s):  
Liat Eyal ◽  
Nizan Elyakim ◽  
Yael Navon
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Training Institutions

scholarly journals Student Well-Being in Online Learning during the Covid-19 Pandemic: Voice in the Field

2021 ◽  
Author(s):  
Suyatno ◽  
Wantini ◽  
Zalik Nuryana ◽  
Ali Mu’tafi ◽  
Mochamad Iskarim ◽  
...  
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Well Being ◽  
Psychological Impacts ◽  
Training Institutions ◽  
One Year ◽  
As Stress ◽  
Anxiety Depression ◽  
High Schoolers ◽  
Yogyakarta City

Online learning during the covid-19 pandemic has resulted in psychological impacts on students, such as stress, fear, anxiety, depression, and burned out. Many literatures relevant to the issue have mentioned that student well-being proves to be one of the influencing components of a student’s success. However, being a significant factor, no research has related student well-being with online learning during the covid-19 pandemic. The current study explored the students’ experience in determining the aspects influencing their well-being in online learning during the pandemic to fill in the gap.The data were gathered through an interview with 12 senior high-schoolers who have attended online learning for one year in Yogyakarta City. The study, employing interpretative phenomenology, found that the student well-being is established from several factors. For example, the teachers are aware and concerned, the learning is enjoyable and less burdening, and the peers are fun and supportive. The findings can be used as a reference for teacher training institutions (LPTK), principals, and teachers to improve student well-being during online learning.

scholarly journals Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Dinavence Arinaitwe
Keyword(s):  
Teacher Training ◽  
Institutional Capacity ◽  
Government Support ◽  
Activity Systems ◽  
Vocational Teacher ◽  
Training Institutions ◽  
Group Interviews ◽  
Cultural Historical Activity ◽  
Collaborative Activities ◽  
The University

AbstractThe study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces. Using in-depth semi-structured individual and focus group interviews, data were obtained from administrators, mentors, supervisors, students, teachers, officers/managers of the MVP, two VTIs, and four workplaces from central and eastern parts of Uganda. The data analysis was based on Engestrom’s cultural-historical activity theory (CHAT) particularly the concept of expansive learning for resolving contradictions within human activity systems. The findings revealed a need for involving actors in timely planning and disseminating the activity plans, increasing duration for collaborative activities as well as involving the students in the tracking of MVP activity record in fostering the institutional capacity to plan and implement collaborative activities. To strengthen the institutional capacity to supervise learning under collaborative activities, findings indicated a need to engaging workplace mentors and facilitators in learning at the MVP as well as joint supervision and collaborative development of supervision guidelines. To foster the communication between partners, the findings revealed a need to institute a collaboration focal person, providing feedback to collaborating actors and government support on a policy encouraging workplaces’ involvement in vocational training. Relationship issues revealed a need to initiate collaboration based on a signed memorandum of understanding as well as organising workshops and symposiums to equip and orient actors to MVP work methods and practices. Due to contradicting learning cultures and traditions amongst the activity systems, some of the suggested strategies required renegotiating the system especially the university before being implemented to minimise further challenges.

scholarly journals Políticas estudiantiles en la formación docente: Problemas pedagógicos y debates en perspectiva suramericana

2018 ◽  
Vol 26 ◽  
pp. 159 ◽  
Author(s):  
Alejandra Birgin ◽  
Alejandro Vassiliades
Keyword(s):  
Teacher Training ◽  
Latin American ◽  
International Organizations ◽  
Right To Education ◽  
New Students ◽  
Training Institutions ◽  
Teaching Positions ◽  
The Right ◽  
Educational Inclusion ◽  
Latin American Countries

Within the framework of the process of enrollment expansion in teacher training (in the context of the expansion of the higher education level), some Latin American countries have developed specific policies for the student population of teacher training institutions. In this article we analyze how these policies bring new questions to the field of teacher training, linked to the ways in which “new” students are questioned and their effects on the construction of teaching positions. For this, we address a series of speeches from international organizations (with marked influence in the region), which coincide in describing future teachers as deficit subjects. At the same time, we go through a set of student policies that assumed diverse orientations regarding the right to education of these populations and regarding the right of their future students. We understand that these policies and discourses have an effect on the configuration of teaching positions with respect to educational inclusion.

Evaluating and Implementing Teaching Standards

2011 ◽  
pp. 66-83
Author(s):  
Bob Barrett
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
The United States ◽  
Online Instructors ◽  
Teaching Standards ◽  
Learning Programs ◽  
Training Standards ◽  
Virtual Classes ◽  
Online Teacher ◽  
Online Teacher Training

As of the end of 2006, 38 states in the United States have established state-led online learning programs, policies regulating online learning, or both. Also, 25 states have state-led online learning programs, and 18 states are home to a total of 147 virtual charter schools serving over 65,000 students (http://www.nacol.org). This chapter will survey current online teacher training standards and trends, in terms of what is required of new online instructors. It will also focus on the use of the online learning environment as a vehicle to help instructors to prepare for online teaching in terms of current teaching strategies used – both from the live (on-ground) and online learning environments. This chapter will focus on several universities in terms of their approaches to online teacher training for experienced instructors, as well as new teaching recruits as they prepare to transition from traditional classrooms over to virtual classes.

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