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2021, Journal of Training and Development
Education in Community School (TECS) program is considered a viable program in the context of a country like Nepal. Instructors of these schools are the key persons who transform curriculum into practice, however, their profession in their perspectives was hardly studied. With this consideration, this study was carried out to understand the experience of TECS teachers about their profession. For this, four TECS instructors from two TECS schools of Diploma in Civil Engineering program were purposively selected and interviewed using a narrative inquiry approach. The instructors expressed teaching as a highly interesting profession, however, they were not ready to work in TECS schools of villages. For them, there is a lack of extra earning opportunities and career growth prospects like in urban areas. However, they were motivated as they could apply their prior knowledge in teaching, and they learned instructional skills. At the same time, academic knowledge had been helpful for their engineering profession.
Proceedings of the 7th …
The teaching career in the perceptions and representations of the students from technical/engineering faculties2010 •
Haya Shida, Subscribe (Full Service), Register (Limited Service, Free), Login. Search: The ACM Digital Library The Guide. ...
Iranian Evolutionary and Educational Psychology
Investigating Teachers' Viewpoint about Challenges of Technical and Vocational EducationAsia-Pacific Journal of Educational Management Research
Empowering Communities through Technical Education: A Case Study of the Technical Teachers’ Training and Research2023 •
Creating social impact by the human resources development institutes is very much needed to share the expertise and assist other institutes to develop. This qualitative study was conducted to present the social impact created by the National Institute of Technical Teachers' Training Institute and Research in India. The research has been designed to collect the contributions of technical teachers' institutes and other services offered. Accomplishments were taken from the Annual Reports of the institute. Most of the respondents of this study are clients of the institute who provided written feedback. The short-term and long-term faculty development programs for the faculty members of technical education were reviewed. As it has grown over three decades, the institute has gained a reputation, and its services are utilized by various manufacturing companies, government engineering departments, International Development Agencies (IDAs), and other human resources development units. All of the above is possible due to approval by the Ministry of Education, the Board of Governors, senior administrators like deans, directors, and principals, and the achievement-oriented -performing faculty teams. Well-accomplished faculty teams have been continuously engaged to establish innovations in creating global social impacts based on timely approval.
There are various reasons why people the world over join teaching, but there is limited literature exploring the reasons people joining teaching in Zimbabwe. The study was done at a secondary rural boarding school in the Midlands province of Zimbabwe. The purpose of this case study was to discover and understand why people continue to join teaching when there seem to be inherent problems in the profession. In-depth interviews, as well as document analysis, were used to collect data in this study. The 10 teachers who participated in the study were chosen through purposeful sampling and snowballing techniques and had a mean age of 39.3. The findings of the study were that the teachers joined teaching because of lack of alternatives, poor backgrounds, the need to take care of the family, love teaching and working with the kids, and failure to make the grade. It terms of benefits, the finding was that the only perceived benefit was survival. Professionalization of the profession through increased salaries, lower workload, increased cooperation between parents and schools, and the reintroduction of incentives are some of the recommendations made to encourage people to join and remain in schools.
Zenodo (CERN European Organization for Nuclear Research)
Competency And Needs of Technical Vocational Teachers in The Division of Aklan2022 •
All over the world, there is a new meaning of education that reflects the change in teachers’ profession. Grounded on this, the research aim of this paper is to understand the change taking place in teacher profession perception. Narrative as a qualitative research approach was used within the frame of this study. A focus group discussion was conducted with 105 participants in 15 randomly selected schools in the Shirak region in Armenia. Content analysis as a research tool has been used to analyze the collected data. Results of the study indicate that the teacher’s profession needs to be rehabilitated, and within this scope, new approaches on the state level need to be taken. At the same time, teacher education should be renewed, and new demanded qualities must be included in the features, prerequisites, and outcomes of the profession. Reform is a key subject at the state and national level – specialists in the field of education, as well as in the related fields with interest in ed...
Journal of Training and Development
Understanding Technical Instructors Motivational Practices in Vocational Training Centre, Morang, Nepal2015 •
This study “understanding technical instructor’s motivational practices in vocational training centre, Morang Nepal” tries to explore the motivational and demotivational factors among the technical instructors in vocational training centre, Morang, Nepal. As motivational factors plays an important role in carrying out teaching and learning activities this study tries to understand the key factors that enhance or hinder the technical instructors for teaching in vocational training centre and for carrying out qualitative research, researchers employed case study research design.DOI: http://dx.doi.org/10.3126/jtd.v1i0.13088 Journal of Training and Development Vol.1 2015: 33-37
Abstract Formal teaching is an intentional activity that requires teachers to have beliefs and experiences. Teachers’ beliefs are defined by Johnson (1994) as something that is formed early in life as a result of a person’s education and experience. Strong beliefs about learning and teaching are well established by the time a student completes schooling. This study intends to find out the beliefs of teachers of English at junior and senior high schools in Aceh. The study surveyed three qualified teachers as participants (in which one is also a vice-principal of his school) and used 15 questions to ascertain their techniques, beliefs and career paths. The results show that teachers’ beliefs are related to the teaching methodologies that they use. According to the teachers’ beliefs, the teaching methodologies should be varied from time by time according to the situation and the curriculum. Besides, each participant has committed to a career in the teaching profession persistently despite facing many obstacles and challenges during teaching and learning. The participants dreamt of being teachers since they were children. The authors suggest other researchers might see applications of this research for studying the benefits and weaknesses of different teaching methodologies based on teachers’ beliefs. Keywords: Teachers’ beliefs, teaching methodology and teaching profession
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