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References Bírová, J. (2013). About theoretical definitions of pluralistic and pluricultural approaches. XLinguae , 6 (2), 91–103. D’Hondt, C. (2012). Belgium. World Gifted Newsletter . 31 (2), 5. Retrieved from Dočkal, V. (2005). Zaměreěno na talenty, aneb, Nadání má každý . Praha: Nakladatelství Lidové noviny. Duchovičová, J. & Babulicová, Z. (2010). Possibilities for education of gifted pupils in integrated conditions as a way towards educational inclusion. In: Teacher training and development

References Abu Nabaíh, A., & Abu Jaber, M. (2017). Reshaping teacher education programs in Jordan. Retreived September 3, 2017, from Alkhawaldeh, A., & Qualter, A. (2004). Initial teacher training: Who should lead? University or school? Educational Journal, 18(72), 4–17. About INS. (2017). About INSTEP. Retrieved May 4, 2017, from Arani, M., & Sarkar, R. (2001). School-based in-service teacher training in Japan: Perspectives on teachersí professional development. ERIC

References Abykanova, B., Tashkeyeva, G., & Idrissov, S. (2016). Professional competence of a teacher in higher educational institution. International Journal of Environmental & Science Education , 11 (8), 2197–2206. Alkhawaldeh, A. (2017). School-based teacher training in Jordan: Towards on-school sustainable professional development. Journal of Teacher Education for Sustainability , 19 (2), 51–68. Alqiawi, D. A., & Ezzeldin, S. M. (2015). A suggested model for developing and assessing competence of prospective teachers in faculties of education. World

communication with concept maps in science and technology teacher training]. Revista Eureka sobre Ense–anza y Divulgación de las Ciencias Eureka [Journal on Science Education and Spreading], 9(1), 108–125. Pontes, A., & Varo, M. (2013). Aprendizaje colaborativo con mapas conceptuales en la formación inicial del profesorado de secundaria [Collaborative learning with concept maps in secondary teachersí training]. In Actas IX Congreso Internacional de Ense–anza de las Ciencias [Proceedings of the 9th International Congress on Science Education] (pp. 2826–283). Girona

References Alvarez, P., & Vega, P. (2004). Formación inicial del profesorado en Educación Ambiental [Environmental education in pre-service teacher training]. Revista Biocenosis [Journal Biocenosis], 18(1-2), 66-71. Andersson, K., Jagers, S. C., Lindskog, A., & Martinsson, J. (2013). Learning for the future? Effects of education for sustainable development (ESD) on teacher education students. Sustainability, 5(12), 5135-5152. doi: 10.3390/su5125135 Bluhm, W. J., & Hungerford, H. R. (1976). Modifying pre-service elementary school teachers’ perspectives. The

References Abbott, G. (1981). ‘Approaches to English teaching’. In Abbott, G. and P. G. Wingard (eds.) The teaching of english as an international language: A practical guide. London: Collins. Akermark, J. (1983). Teacher training for ESP in adult education. The ESP Journal , 2 , 39–41. Andrews, S. (1999). Teacher language awareness. Cambridge: Cambridge University Press. Basturkman, H. (2006). Ideas and options in English for specific purposes . New Jersey: Lawrence Erlbaum Associates. Basturkmen, H. (2014). LSP teacher education: Review of literature and

: 06.06.2018]. Brown T., Rowley H., Smith K., The Beginning of the School-Led Teacher Training: New Challenges for University Teacher Education: School Direct Research Project Final Report , Manchester Metropolitan University, Manchester 2016. Bundrett M., Policy on the Primary Curriculum Since 2010: The Demise of the Expert View , „London Review of Education” 2015, vol. 13, nr 2. Cameron D., Clegg N., Foreword by the Prime Minister and Deputy Prime Minister , [w:] The Importance of Teaching: the schools white paper 2010 , Department for Education (DfE), London

, 41-67. Hattie, J., & Timperley, H. (2007). The Power of feedback. Review of Educational Research, 77 (1), 81-112. Kember, D., McKay, J., Sinclair, K., & Wong, F. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment & Evaluation in Higher Education, 33 (4), 369–379. Pérez-Torregros, A.B., Díaz-Martín, C., & Ibáñez-Cubillas, P. (2017). The use of video annotation tools in teacher training. Procedia: Social and Behavioral Sciences , 237 , 485-464. Picci, P., Calvani, A. Bonaiuti, G. (2012). The use of digital


The main research subject of this study is a teacher. Our goal is to contribute to changes in teacher training in the direction of developing their motivation and creative potential, so that creative personalities of students could be subsequently developed. We chose the methodological concept of a natural developing experiment, in which we study the dynamics of changes in motivation and creativity of student teachers. In the scope of extensive research concept we used various methods to record scores before and after the experiment, such as IMB, DMV, IPOT, WKOPAY and Torrance Figural Test of Creative Thinking. The results were subjected to a quantitative evaluation by means of conventional statistical methods, such as the significance of differences in arithmetic means and index analysis. These were subjected to a qualitative analysis. As a result, conclusions were drawn from the study of future teachers' motivation and creativity. The results have shown significant arguments in favour of aimed and intensive motivational and creative development programmes. As it follows from our findings, interesting also for theories on educational process, the elimination of fear, anxiety, tension and teaching stress can humanise educational environment and also change motives for improving one's creative performance. The goal of our experiment is to contribute to the improvement of undergraduate teacher training and participate in progressive changes in the educational system.


The introduction of new technologies, video in particular, in educational and pedagogical research has not only changed how research is conducted in the educational field but has also brought about significant changes in teacher training. The advent of digitalisation, along with the miniaturisation of both video cameras and storage media, has led to a dramatic increase in the use of video, particularly in terms of video production. This has led to the introduction of new teaching practices and new training initiatives derived from the analysis of these practices. The use of video, at an educational and didactic level on the one hand, and as an instrument for field observation on the other, offers a variety of benefits, along with some critical issues. One of the advantages is the capacity to allow for an analytical vision of complex actions, which may be reviewed at different times, by a variety of interlocutors. The aim of this study is to present a reflection based on research conducted in nine digital classes, focussing on the use of video as both an instrument for recording, collecting and analysing data, as well as a training tool in the didactic practice of teachers.