Teacher-trainee’s competency and institutional level of preparedness for adoption of e-learning in selected teacher training colleges in Kenya

2018 ◽  
Vol 6 (2) ◽  
pp. 73-79
Author(s):  
Redempta Kiilu ◽  
Keyword(s):  
Teacher Training ◽  
Institutional Level ◽  
Teacher Training Colleges ◽  
E Learning

A Reflection and Relevance of Lectures and Organizational Performance in The Pandemic Time Covid-19

2021 ◽  
Author(s):  
Faisal Rahman Dongoran ◽  
Indra Maipita ◽  
Abdul Hamid K
Keyword(s):  
Teacher Training ◽  
Path Analysis ◽  
Organizational Performance ◽  
Study Design ◽  
Teaching Performance ◽  
Training And Education ◽  
Ex Post ◽  
Ex Post Facto ◽  
E Learning ◽  
Ex Post Facto Study

This study aims to determine the effect of lecturer competence and commitment on their teaching performance during the Covid-19 pandemic which was remotely (online) carried out through the e-learning website. The respondents were 80 permanent lecturers of the faculty of teacher training and education. A quantitative approach with ex post facto study design and path analysis with SPSS v.21 was used. The results showed that the competence variable had a higher influence of 14.5% while commitment was 7.8%. Therefore, 30.9% determined their teaching performance during the Covid-19 pandemic from the contribution of competence and commitment, while 69.1% was from other variables outside the study.

scholarly journals Editorial features of scholarly journals published by Mexican teacher-training colleges

2019 ◽  
Author(s):  
G Cordero Arroyo ◽  
NL Carrillo Chávez ◽  
M López-Ornelas ◽  
AG Zepeda Fuentes
Keyword(s):  
Teacher Training ◽  
Scholarly Journals ◽  
Teacher Training Colleges

The implementation of internationalisation in Israeli teacher training colleges

2017 ◽  
Vol 52 (4) ◽  
pp. 546-557 ◽  
Author(s):  
Miri Yemini ◽  
Julie Hermoni ◽  
Vered Holzmann ◽  
Liron Shokty ◽  
Wurud Jayusi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teacher Training Colleges

Burrowes, Leslie (1908–1985)

2018 ◽  
Author(s):  
Larraine Nicholas
Keyword(s):  
Twentieth Century ◽  
Teacher Training ◽  
Modern Dance ◽  
Aesthetic Education ◽  
Original Dance ◽  
Dance Training ◽  
Early Twentieth Century ◽  
Teacher Training Colleges ◽  
British Teacher

Dancer, choreographer, and teacher Leslie Burrowes was the first British recipient of the full certification of Mary Wigman’s Dresden School, which licenced her to teach Wigman’s modern dance technique to amateurs and professionals. Before beginning her training with Wigman in 1930, Burrowes had studied and performed with Margaret Morris, whose "free dance" method belonged to the Hellenic and Duncanesque nonballetic dance techniques of early twentieth-century Britain. Burrowes rejected her original dance training in favor of Wigman’s expressionism, returning to London in 1931 to proselytize on its behalf and to serve as Wigman’s official British representative. Burrowes’ attempts to establish Wigman’s dance in Britain were largely unsuccessful, caught in the squeeze between the better-established ballet and Hellenic dance. However, she is an important figure in the development of modern dance in Britain, providing a thorough aesthetic education to some of the teachers and lecturers who, from the 1940s, were instrumental in establishing Laban-based modern dance in British teacher training colleges and schools.

Training Teachers for E-Learning, Beyond ICT Skills Towards Lifelong Learning Requirements

2011 ◽  
pp. 83-95 ◽  
Author(s):  
Olga Díez
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Virtual Environments ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Learning Design ◽  
Ict Skills ◽  
E Learning

This chapter describes an experience in teacher training for e-learning in the field of adult education. It takes into account the models offered by flexible lifelong learning as the proper way to develop training for teachers in service, considering the advantages of blended learning for the target audience. The chapter discusses the balance between mere ICT skills and pedagogical competences. In this context the learning design should always allow that the teachers in training integrate in their work ICT solutions that fit to the didactic objectives, renew teaching and learning methodology, facilitate communication, give place to creativity, and allow pupils to learn at their own pace. By doing so, they will be closer to the profile of a tutor online, as a practitioner who successfully takes advantages of the virtual environments for collaborative work and learning communication.

From e-Learning to e-Education

2010 ◽  
pp. 1-31 ◽  
Author(s):  
Zohar Ben-Asher
Keyword(s):  
Teacher Training ◽  
Educational System ◽  
Social Goals ◽  
Economic Implications ◽  
E Learning ◽  
Economic Considerations

The chapter examines the educational (and schooling) processes as related to the overall social, political and economic processes, so as to set the context within which e-Learning has to be explored and discussed and within which a strategy for it can be forged. Such issues as the economic implications of the educational system, the extent to which economic considerations and realities are actually taken into account in curricula building and in the process of teacher training are discussed, along with the notion of acquisition of knowledge and/or information. The chapter portrays the parameters that are required to create a well balanced strategy for the developing of e-Learning as a major vehicle for the implementation of the overall social goals of education, of which one essential seems to be lacking at times: the preparation of the system’s customer, the pupil, as a critical observer of reality and a careful and discriminative customer of the ever developing consumption oriented society.

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