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26 results for “future teachers”
Text-fig. 1 Associate Professor RNDr. Václav Ziegler, CSc. is speaking and teaching during palaeontological excursion with students from Faculty of Education, Charles University - future teachers in Kutná Hora area. (photo: Marek, J.: 2006) in Václav Ziegler Septagenarian
Text-fig. 1 Associate Professor RNDr. Václav Ziegler, CSc. is speaking and teaching during palaeontological excursion with students from Faculty of Education, Charles University - future teachers in Kutná Hora area. (photo: Marek, J.: 2006)
Data set from the design of experiment assessment rubric, from university students / future teachers
<p>Using an assessment rubric comprising three levels of success, we evaluated six aspects of designing an experiment, which we call dimensions. This way, specific challenges were identified in two of the dimensions: forming a hypothesis and manipulating the experimental variables, where students often failed to succeed and get lower scores.</p> <p>The data presented here were collected from four (4) diagnostic worksheets, which were made available to students at the beginning of the semester, where a theoretical introduction to the course is given, with reference to learning theories and their use in the teaching of Physics. Therefore, data were collected prior to discussions about the inquiry-based approach, experimental investigations, and the scientific content, such as the concepts and phenomena mentioned in the worksheets. </p> <p>For the present study, we slightly modified and used a rubric that has been proposed to assess the DoE by primary and secondary school students (Lefkos et al., 2011). The modified rubric, has already been tested in a pilot study with fruitful results (Lefkos, 2024).</p> <p>Lefkos, I. (2024). An Assessment Rubric for Future Teachers’ Ability to Design Experiments. In C. Fazio & P. Logman (Eds.), <em>Challenges in Physics Education</em> (pp. 105–117). Springer. https://doi.org/10.1007/978-3-031-48667-8_7</p> <p>Lefkos, I., Psillos, D., & Hatzikraniotis, E. (2011). Designing experiments on thermal interactions by secondary-school students in a simulated laboratory environment. <em>Research in Science & Technological Education</em>, <em>29</em>(2), 189–204. https://doi.org/10.1080/02635143.2010.533266</p>
THE METHODOLOGICAL DESCRIPTION OF IMPROVING THE SPEECH COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS
<p>This article provides a methodological description of how to improve the speech competence of future foreign language teachers. Effective communication skills are crucial for language instructors, and speech competence plays a vital role in facilitating comprehension, modeling correct pronunciation, and creating an engaging learning environment. The article emphasizes the importance of pronunciation, intonation, fluency, and communicative skills in language teaching. It explores various methodologies for enhancing speech competence, including language immersion, pronunciation practice, technology integration, and cultural competence development. The article also highlights the significance of continuous professional development, peer collaboration, and assessment and feedback in the improvement process. By following these methodological approaches, future foreign language teachers can enhance their speech competence, leading to more effective language instruction and enhanced learning outcomes for their students.</p>
TOOLS AND FORMS OF DEVELOPMENT OF INFORMATION COMMUNICATION COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS
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METHODS OF PREPARING FUTURE TEACHERS FOR PEDAGOGICAL ACTIVITY IN THE PROCESS OF STUDY PRACTICE
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IMPROVING THE METHODOLOGY OF TRAINING FUTURE TEACHERS FOR PEDAGOGICAL ACTIVITIES IN THE PROCESS OF EDUCATIONAL PRACTICE
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STUDYING OPPORTUNITIES TO PREPARE FUTURE TEACHERS FOR PEDAGOGICAL ACTIVITY IN THE PROCESS OF STUDY PRACTICE
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STOCHASTIC COMPETENCE OF THE FUTURE MATHEMATICS TEACHER.
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SCIENTIFIC THEORETICAL FOUNDATIONS OF HEALTH CARE ISSUES IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS
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CONTENT OF DEVELOPMENT OF PSYCHOLOGICAL PREPARATION OF FUTURE TEACHERS BASED ON PROFESSIONAL REFLECTION
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DEVELOPMENT OF LEARNING COMPETENCIES OF FUTURE PRIMARY CLASS TEACHERS
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DESIGN OF PROFESSIONAL TRAINING OF FUTURE TEACHERS
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METHODOLOGY OF TEACHING MOLECULAR PHYSICS FOR FUTURE PHYSICS TEACHERS
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FORMATION OF A SYSTEM OF SOCIAL VALUES AMONG FUTURE TEACHERS-EDUCATORS
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DEVELOPMENT MECHANISMS FOR INCREASING THE SOCIAL ACTIVITY OF FUTURE TEACHERS
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"PROJECT METHOD" IN ORGANIZING INDEPENDENT EDUCATION OF FUTURE GEOGRAPHY TEACHERS UNDER CREDIT-MODULE SYSTEM.
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THE PRACTICAL IMPORTANCE OF THE METHODOLOGY OF FORMATION OF PROFESSIONAL TRAINING IN THE SPIRITUAL AND MORAL EDUCATION OF FUTURE PRIMARY SCHOOL TEACHERS
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STAGES AND TECHNOLOGIES OF CREATING SOFTWARE AND METHODOLOGICAL SUPPORT FOR THE DEVELOPMENT OF CREATIVE ACTIVITIES OF FUTURE ELEMENTARY SCHOOL TEACHERS
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DEVELOPMENT OF DEONTOLOGICAL COMPETENCE OF FUTURE EDUCATION TEACHERS
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Enjoyment and Development of Oral English Proficiency in Future Teachers
<p>This study aimed to analyze the relationship between enjoyment and the development of oral proficiency in teaching English as a foreign language (EFL) to future teachers. It delved into understanding the role of enjoyment as a predictor of oral proficiency and validated the proposed model for assessing enjoyment in EFL. The sample comprised 119 students from a State Higher School of Education in Peru, randomly selected from various teaching areas and stratified according to English language competency levels ranging from A1 to B1+ based on the Common European Framework of Reference. Students' oral proficiency was evaluated using a rubric covering five aspects, and enjoyment was assessed through a ten-question questionnaire. The results initially demonstrated a significant positive relationship (r = 0.900, p < 0.001) between enjoyment and oral proficiency in English. Secondly, a linear regression model determined that enjoyment was a highly significant predictor (β = 0.957, p < 0.001) of oral proficiency. These findings support the importance of enjoyment in developing oral proficiency as a reliable tool to predict oral proficiency development in English and validate the proposed enjoyment-based model in the context of EFL teacher education.</p> <p> </p> <p>This study highlighted a significant influence of enjoyment on the development of oral proficiency in teaching English as a foreign language to prospective teachers. Results analysis underscored the importance of enjoyment as a significant predictor of oral proficiency, suggesting that promoting enjoyment in the learning process can be an effective strategy to foster significant development of oral skills in English. These findings have significant implications for teacher education, emphasizing the need to integrate activities and psycho-pedagogical approaches that promote enjoyment in the English classroom. Furthermore, the proposed model was validated as a reliable tool to assess enjoyment in the context of EFL teacher education. Understanding and nurturing enjoyment in learning English can significantly enhance the oral skills of future teachers and, ultimately, contribute to communicative competence and a stronger command of the English language.</p>
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OpenNeuro
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