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仂亞舒仄仄 仗亠亠仗仂亟亞仂仂于从亳 于 丕
仂亞舒仄仄 仗亠亠仗仂亟亞仂仂于从亳 于 丕Anna Proff
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仂亞舒仄仄 仗亠亠仗仂亟亞仂仂于从亳 于 丶亠仆亠 亳仆亠舒从亳于仆 亠仆仂仍仂亞亳亶 个亊 丕 亳仄亠仆亳 .. 仂仄仂仆仂仂于舒. 亳仗仍仂仄 丕. 亳于仂亠仆亳亠 仆仂于仂亶 从于舒仍亳亳从舒亳亳 . 丐亠仄舒: 丐 于 仗亠仗仂亟舒于舒仆亳亳 亳仆仂舒仆仆 磶从仂于. 
Teacher's competences
Teacher's competencesgueste538c3
油
The document discusses competencies needed for teachers and trainers. It identifies seven categories of competencies: special professional, general educational, didactic and psycho-didactic, diagnostic and interventional, social/psychosocial/communicative, managerial/normative, and professional/personality cultivating. It also discusses key elements of teacher training models, including responding to societal changes and learner needs. International collaboration is presented as important for teacher training, such as joint research, student/staff mobility, and double degree programs.Teacher's Competencies
Teacher's CompetenciesDr.Suresh Isave
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the show describes the competencies expected in Indian teacher by NCTE. These competencies are one of the base of teacher education in India.TEACHER COMPETENCE AND PERFOMANCE
TEACHER COMPETENCE AND PERFOMANCEshaxee Mchilo
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A DOCUMENT FOR THE SOME OF DIFFERENCES BETWEEN THE NOTION OF TEACHER COMPETENCE AND TEACHER PERFORMANCE.Competency Based Teacher Education and METHODS Assessing Teacher Competence.
Competency Based Teacher Education and METHODS Assessing Teacher Competence.Priyanka Nain
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This document discusses competency-based teacher education. It defines teaching competency as an overall assessment of a teacher's classroom performance based on their subject matter knowledge, teaching methods, questioning skills, use of aids, student participation, personality, classroom management, and objective clarity. Competent teachers are pupil-oriented and able to develop instructional materials, use varied teaching methods, and evaluate student progress. Teaching competencies improve education quality, help students and teachers achieve objectives, improve teacher status, and aid personal and professional development. Competencies are categorized as cognitive, performance, consequence, and affective-based. Methods for assessing teacher competence include telling, lecture, discussion, demonstration, and problem-solving approaches.Competency Based Teacher Education
Competency Based Teacher Educationredekera
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The document discusses competency-based teacher education (CBTE) as a framework for music teacher education. It describes the CBTE program evolving at the University of North Florida, which is individualized, field-based, and focuses on measurable competencies and teaching modules. An informal evaluation of the UNF program concluded that implementing a CBTE approach for music teacher education is worthwhile despite the effort involved.Teachers Competences to Meet Teaching Learning Quality 
Teachers Competences to Meet Teaching Learning Quality Mas Noer
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This presentation talks about what teachers should have to achieve quality teaching and learning process. Standards for teacher competence in educational assessment of student
Standards for teacher competence in educational assessment of studentMichael Recolito
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This document outlines standards for teacher competence in student assessment developed by three educational organizations. It defines standards as principles accepted by relevant professional groups. The standards state that teachers should be skilled in choosing, developing, administering, scoring, and interpreting various assessment methods, using results to inform instructional decisions and grading. Teachers should also be able to communicate results and recognize inappropriate assessment practices. Teaching and Learning of 21st-century Competencies in Schools 
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The document discusses the teaching and learning of 21st century competencies in Singaporean schools. It outlines a framework for 21st century competencies and how they can be taught through the total curriculum, including co-curricular activities and the Programme for Active Learning. It also discusses building teacher capacity to teach these competencies and ensuring alignment between pre-service teacher training and in-service professional development. Moving forward, the focus will be on further equipping teachers to teach 21st century skills to students.Learning evolution
Learning evolutionLjudmilla Rozhdestvenskaja
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仂仗舒亠仄 仂仄仍亳, 从舒从 亳亰仄亠仆亳仍舒 从仂仍仆舒 亠弍仆舒 亠亟舒 亰舒 仂 仗亠亳仂亟, 从仂仂亶 仄仆仂亞亳亠 亳亰 舒仆亳从仂于 "仂于舒于舒ﾑ" 于仂亳仄 仂弍于亠仆仆仄 仂仗仂仄 - 亳亠仍从亳仄 亳仍亳 亠仆亳亠从亳仄. 亠亠亟 于舒仄亳 仗仂仗从舒 - 亳从亳仂于舒 亳 仂仂弍舒亰亳 于 亠仄舒 亳 从仂仂从亳 亠舒 弍仂 仄亠仆ﾑﾑ "从舒亳仆 从仂仍仆仂亞仂 仄亳舒". 弌 仗仂仄仂 仗亠亰亠仆舒亳亳 亟于舒 亳亠仍 仗仂舒舒仍亳 仗亠亟舒于亳 于仂亠 于亳亟亠仆亳亠 于仂仍ﾑ亳亳 亠弍仆仂亶 亠亟 亳 亠 亳亰仄亠仆亠仆亳亶 于 仄亠仂亟亳从舒, 仗仂亟仂亟舒 从 仂弍亠仆亳, 仂仆仂亠仆亳 于仆亳 亠弍仆仂亞仂 仗仂亠舒, 从仂仂亠 仗仂亳仂亟亳仍亳 于 舒仄舒亳于舒亠仄亶 仗仂仄亠亢仂从 于亠仄亠仆亳. 亠 于亠仄亠仆仆仂亶 仂亠亰仂从 舒亰弍亳 仆舒 4 仄仂亟亠仍亳-仗亠亳仂亟舒, 舒亰仄亠亠, 仂 舒亰弍亳亠仆亳亠 - 舒于仂从仂亠 - 仂仆仂 仍仂于仆仂 亳 弍亠从亳于仆仂! 舒亢仆仂, 仂 于亠 亳 仄仂亟亠仍亳 亠亞仂亟仆 "亠于ﾑ" 于 仂亰仆舒仆亳亳 亳亠仍 仂亟仆仂于亠仄亠仆仆仂, 仆舒从仍舒亟于舒 亟亞 仆舒 亟亞舒 亳 舒亳仆仂 仗亠亠从于舒, 亳 亳亠仍 仆亢仆仂 仆舒亶亳 于仂亠 仄亠仂, 舒仄仂仂仗亠亟亠仍亳, 于 从舒从仂亶 仄仂亟亠仍亳 仂仆 亠弍 于亳亟亳, 从 从舒从亳仄 亳亰仄亠仆亠仆亳礆 仂仆 亞仂仂于?
Models of teaching
Models of teachingAileen Asim
油
The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
The document provides an overview of key teaching models with the goal of guiding teachers in planning and5th standard of teacher Assessment 
5th standard of teacher Assessment dayo barbie
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This document discusses assessment for teachers. It defines assessment as measuring something numerically to make a judgment. There are different types of assessment including formative, formal, traditional, summative, and informal. The document outlines teacher knowledge around assessment, including using various assessment techniques to evaluate and improve teaching and learning. It provides examples of how to implement assessments using modern technologies and the significance of assessment for helping students improve their skills. Finally, it describes the qualities of a high quality teacher in relation to assessment, such as believing assessment can improve teaching, making lesson plans, assessing students accurately, and making evidence-based decisions.Speaking: Getting attention
Speaking: Getting attentionFerry Pus Pus
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Getting attention perfectly requires respecting others, showing empathy, speaking audibly and clearly with humility. To gain attention, one must care about the message and prepare it well while also caring for those being addressed. Really wanting to communicate well requires being ready to take risks of being attacked, challenged, or ignored, but also risks of being congratulated, promoted or put in charge. The basics of communicating well involve understanding your audience and yourself, rehearsing your message, and knowing how to entrance and hold your audience's attention through your message and presence. Once attention is gained, it must be maintained through consistent expression of who you are in all communications.
亳仆 弌.. 仂亟亞仂仂于从舒 仄仍舒亟亳 从仂仍仆亳从仂于 从 亳仆亠仍仍亠从舒仍仆仄 仂磶舒仆亳礆: 仗仂弍仍亠...
亳仆 弌.. 仂亟亞仂仂于从舒 仄仍舒亟亳 从仂仍仆亳从仂于 从 亳仆亠仍仍亠从舒仍仆仄 仂磶舒仆亳礆: 仗仂弍仍亠...弌于亠仍舒仆舒 丱舒仆从仂
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舒亠亳舒仍 IV亠仗弍仍亳从舒仆从仂亞仂 仂亢亟亠于亠仆从仂亞仂 亠亳于舒仍 仗亠亟舒亞仂亞亳亠从仂亞仂 仄舒亠于舒 亟仍 仆舒舒仍仆仂亶 从仂仍Bridging the theory-practice gap in LIS education: a UCT experiment - Jaya Ra...
Bridging the theory-practice gap in LIS education: a UCT experiment - Jaya Ra...HELIGLIASA
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This document discusses bridging the theory-practice gap in library and information studies (LIS) education through an experiment at the University of Cape Town (UCT). It provides context on the relationship between theory and practice in LIS education. At UCT, the LIS school is organizationally located within UCT Libraries in an effort to better integrate theory and practice. The document evaluates this model and lessons learned, focusing on how UCT Libraries and the LIS school have worked to address the theory-practice gap and prepare LIS graduates for the changing nature of academic libraries.UTPL-METHODOLOGY AND DIDACTIS I-I-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
UTPL-METHODOLOGY AND DIDACTIS I-I-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)Videoconferencias UTPL
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Universidad T辿cnica Particular de Loja
Carrera: Ingl辿s
Docente: Mgs. Orlando Vicente Lizaldez E.
Ciclo: S辿ptimo
Bimestre: Primero
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仗亠亰亠仆舒亳亳 仗亠亟舒于仍亠仆 仗仂亠 仂亰亟舒仆亳 从舒仍亠仆亟舒 仗仂仄仂 亠于亳舒 Google Calendar
Role of teacher in intellectual development ppt
Role of teacher in intellectual development pptFarooq Mustafa
油
This document discusses the role of teachers in intellectual development according to several theories. It covers Jean Piaget's theory of cognitive development in children and how it can be applied in the classroom. Key concepts in Piaget's theory include scaffolding, linking new knowledge to experiences, challenging existing knowledge, and using open-ended questions. The document also discusses Vygotsky's sociocultural theory, including the idea of the zone of proximal development and how children can be encouraged to solve problems beyond their current abilities with help from more expert others. In summary, the document outlines Piaget and Vygotsky's influential theories on cognitive development and how teachers can support students' intellectual growth according to different stages and concepts in these theoriesContributors of Teaching Competency in Student Teachers
Contributors of Teaching Competency in Student Teachersiosrjce
油
The present study examined the comparative strength of direct and indirect relationship among the
variables Teaching Competency, Emotional intelligence, Emotional maturity and teaching interest through path
analysis. A hypothesized model for teaching competency is developed with other three variables and Model
fitting is done through IBM SPSS Amos and uses maximum likelihood to calculate all the path coefficients
simultaneously. A path model was developed with emotional intelligence, emotional maturity and teaching
interest as a predictor of teaching competency. All fit indexes indicated the model was an excellent fit to the
data. The model was able to account for 45% of variance of the teaching competency of the student teachersCrt & language theories
Crt & language theoriesXyrille Yves Zaide
油
The theories of language acquisition include Chomsky's theory that children are born with an innate language acquisition device, Crystal's theory that acquisition occurs in 5 stages from babbling to expressing opinions, the functional theory that language has experiential and participative meanings, and the interactionist theory that both biological and social factors influence development through interaction. Behaviorism views acquisition as dependent on imitation and reinforcement while the structural view analyzes language as a system of phonological, grammatical, and lexical elements.Secondary school management
Secondary school managementPriyanka Nain
油
These slides talk about styles of school management which include Autocratic, Democratic and Laissez Faire Management.The teacher & the learner
The teacher & the learnerXyrille Yves Zaide
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1. The document discusses the roles and responsibilities of teachers throughout history from Jesus and Confucius to modern teachers.
2. It outlines the qualities of an effective teacher including mastery of subject matter, knowledge of students, and having a scientific attitude.
3. The modern teacher faces pressures in educating students on advanced technology while developing their knowledge and skills to understand it. Their role requires holistically developing students.Translator
TranslatorXyrille Yves Zaide
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This document discusses the differences between translators and interpreters. It states that translators convert written material from one language to another, while interpreters convert spoken material simultaneously or consecutively. Translators work with various written materials across different settings, while interpreters work in settings like conferences and meetings, interpreting speech either simultaneously or listening and interpreting segments consecutively. The document also discusses some of the cognitive processes involved in translation and interpretation, noting translators must account for two languages and cultures, while interpreters work in real-time speech conversion.
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This document outlines standards for teacher competence in student assessment developed by three educational organizations. It defines standards as principles accepted by relevant professional groups. The standards state that teachers should be skilled in choosing, developing, administering, scoring, and interpreting various assessment methods, using results to inform instructional decisions and grading. Teachers should also be able to communicate results and recognize inappropriate assessment practices. Teaching and Learning of 21st-century Competencies in Schools
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Learning evolutionLjudmilla Rozhdestvenskaja
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仂仗舒亠仄 仂仄仍亳, 从舒从 亳亰仄亠仆亳仍舒 从仂仍仆舒 亠弍仆舒 亠亟舒 亰舒 仂 仗亠亳仂亟, 从仂仂亶 仄仆仂亞亳亠 亳亰 舒仆亳从仂于 "仂于舒于舒ﾑ" 于仂亳仄 仂弍于亠仆仆仄 仂仗仂仄 - 亳亠仍从亳仄 亳仍亳 亠仆亳亠从亳仄. 亠亠亟 于舒仄亳 仗仂仗从舒 - 亳从亳仂于舒 亳 仂仂弍舒亰亳 于 亠仄舒 亳 从仂仂从亳 亠舒 弍仂 仄亠仆ﾑﾑ "从舒亳仆 从仂仍仆仂亞仂 仄亳舒". 弌 仗仂仄仂 仗亠亰亠仆舒亳亳 亟于舒 亳亠仍 仗仂舒舒仍亳 仗亠亟舒于亳 于仂亠 于亳亟亠仆亳亠 于仂仍ﾑ亳亳 亠弍仆仂亶 亠亟 亳 亠 亳亰仄亠仆亠仆亳亶 于 仄亠仂亟亳从舒, 仗仂亟仂亟舒 从 仂弍亠仆亳, 仂仆仂亠仆亳 于仆亳 亠弍仆仂亞仂 仗仂亠舒, 从仂仂亠 仗仂亳仂亟亳仍亳 于 舒仄舒亳于舒亠仄亶 仗仂仄亠亢仂从 于亠仄亠仆亳. 亠 于亠仄亠仆仆仂亶 仂亠亰仂从 舒亰弍亳 仆舒 4 仄仂亟亠仍亳-仗亠亳仂亟舒, 舒亰仄亠亠, 仂 舒亰弍亳亠仆亳亠 - 舒于仂从仂亠 - 仂仆仂 仍仂于仆仂 亳 弍亠从亳于仆仂! 舒亢仆仂, 仂 于亠 亳 仄仂亟亠仍亳 亠亞仂亟仆 "亠于ﾑ" 于 仂亰仆舒仆亳亳 亳亠仍 仂亟仆仂于亠仄亠仆仆仂, 仆舒从仍舒亟于舒 亟亞 仆舒 亟亞舒 亳 舒亳仆仂 仗亠亠从于舒, 亳 亳亠仍 仆亢仆仂 仆舒亶亳 于仂亠 仄亠仂, 舒仄仂仂仗亠亟亠仍亳, 于 从舒从仂亶 仄仂亟亠仍亳 仂仆 亠弍 于亳亟亳, 从 从舒从亳仄 亳亰仄亠仆亠仆亳礆 仂仆 亞仂仂于?
Models of teaching
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The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
The document provides an overview of key teaching models with the goal of guiding teachers in planning and5th standard of teacher Assessment
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This document discusses assessment for teachers. It defines assessment as measuring something numerically to make a judgment. There are different types of assessment including formative, formal, traditional, summative, and informal. The document outlines teacher knowledge around assessment, including using various assessment techniques to evaluate and improve teaching and learning. It provides examples of how to implement assessments using modern technologies and the significance of assessment for helping students improve their skills. Finally, it describes the qualities of a high quality teacher in relation to assessment, such as believing assessment can improve teaching, making lesson plans, assessing students accurately, and making evidence-based decisions.Speaking: Getting attention
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Getting attention perfectly requires respecting others, showing empathy, speaking audibly and clearly with humility. To gain attention, one must care about the message and prepare it well while also caring for those being addressed. Really wanting to communicate well requires being ready to take risks of being attacked, challenged, or ignored, but also risks of being congratulated, promoted or put in charge. The basics of communicating well involve understanding your audience and yourself, rehearsing your message, and knowing how to entrance and hold your audience's attention through your message and presence. Once attention is gained, it must be maintained through consistent expression of who you are in all communications.亳仆 弌.. 仂亟亞仂仂于从舒 仄仍舒亟亳 从仂仍仆亳从仂于 从 亳仆亠仍仍亠从舒仍仆仄 仂磶舒仆亳礆: 仗仂弍仍亠...
亳仆 弌.. 仂亟亞仂仂于从舒 仄仍舒亟亳 从仂仍仆亳从仂于 从 亳仆亠仍仍亠从舒仍仆仄 仂磶舒仆亳礆: 仗仂弍仍亠...弌于亠仍舒仆舒 丱舒仆从仂
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舒亠亳舒仍 IV亠仗弍仍亳从舒仆从仂亞仂 仂亢亟亠于亠仆从仂亞仂 亠亳于舒仍 仗亠亟舒亞仂亞亳亠从仂亞仂 仄舒亠于舒 亟仍 仆舒舒仍仆仂亶 从仂仍Bridging the theory-practice gap in LIS education: a UCT experiment - Jaya Ra...
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This document discusses bridging the theory-practice gap in library and information studies (LIS) education through an experiment at the University of Cape Town (UCT). It provides context on the relationship between theory and practice in LIS education. At UCT, the LIS school is organizationally located within UCT Libraries in an effort to better integrate theory and practice. The document evaluates this model and lessons learned, focusing on how UCT Libraries and the LIS school have worked to address the theory-practice gap and prepare LIS graduates for the changing nature of academic libraries.UTPL-METHODOLOGY AND DIDACTIS I-I-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
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仗亠亰亠仆舒亳亳 仗亠亟舒于仍亠仆 仗仂亠 仂亰亟舒仆亳 从舒仍亠仆亟舒 仗仂仄仂 亠于亳舒 Google CalendarRole of teacher in intellectual development ppt
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油
This document discusses the role of teachers in intellectual development according to several theories. It covers Jean Piaget's theory of cognitive development in children and how it can be applied in the classroom. Key concepts in Piaget's theory include scaffolding, linking new knowledge to experiences, challenging existing knowledge, and using open-ended questions. The document also discusses Vygotsky's sociocultural theory, including the idea of the zone of proximal development and how children can be encouraged to solve problems beyond their current abilities with help from more expert others. In summary, the document outlines Piaget and Vygotsky's influential theories on cognitive development and how teachers can support students' intellectual growth according to different stages and concepts in these theoriesContributors of Teaching Competency in Student Teachers
Contributors of Teaching Competency in Student Teachersiosrjce
油
The present study examined the comparative strength of direct and indirect relationship among the
variables Teaching Competency, Emotional intelligence, Emotional maturity and teaching interest through path
analysis. A hypothesized model for teaching competency is developed with other three variables and Model
fitting is done through IBM SPSS Amos and uses maximum likelihood to calculate all the path coefficients
simultaneously. A path model was developed with emotional intelligence, emotional maturity and teaching
interest as a predictor of teaching competency. All fit indexes indicated the model was an excellent fit to the
data. The model was able to account for 45% of variance of the teaching competency of the student teachersCrt & language theories
Crt & language theoriesXyrille Yves Zaide
油
The theories of language acquisition include Chomsky's theory that children are born with an innate language acquisition device, Crystal's theory that acquisition occurs in 5 stages from babbling to expressing opinions, the functional theory that language has experiential and participative meanings, and the interactionist theory that both biological and social factors influence development through interaction. Behaviorism views acquisition as dependent on imitation and reinforcement while the structural view analyzes language as a system of phonological, grammatical, and lexical elements.Secondary school management
Secondary school managementPriyanka Nain
油
These slides talk about styles of school management which include Autocratic, Democratic and Laissez Faire Management.The teacher & the learner
The teacher & the learnerXyrille Yves Zaide
油
1. The document discusses the roles and responsibilities of teachers throughout history from Jesus and Confucius to modern teachers.
2. It outlines the qualities of an effective teacher including mastery of subject matter, knowledge of students, and having a scientific attitude.
3. The modern teacher faces pressures in educating students on advanced technology while developing their knowledge and skills to understand it. Their role requires holistically developing students.Translator
TranslatorXyrille Yves Zaide
油
This document discusses the differences between translators and interpreters. It states that translators convert written material from one language to another, while interpreters convert spoken material simultaneously or consecutively. Translators work with various written materials across different settings, while interpreters work in settings like conferences and meetings, interpreting speech either simultaneously or listening and interpreting segments consecutively. The document also discusses some of the cognitive processes involved in translation and interpretation, noting translators must account for two languages and cultures, while interpreters work in real-time speech conversion.More from Ljudmilla Rozhdestvenskaja (20)
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Using Google Apps and social media in schools can provide benefits like large storage space, authorized access, security, and integration of third party software. However, it also requires setting up additional accounts, dedicating resources to administration, introducing staff to the new platforms, and establishing clear rules for sharing and collaboration. Potential downsides include data loss from human error and the ongoing tasks of cleanup and adapting to interface changes. The presentation provided examples of using Google Docs, Sheets, Sites, Calendar and Photos for classroom lessons, project collaboration, homework tracking, distance learning, and sharing information on school events.
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Mesitaru/丕
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virtuaalne praktikakogukond
Teacher's competencies
- 1. 仂亠亳仂仆舒仍仆亠油 从仂仄仗亠亠仆亳亳油亳亠仍 于 仗仂油 亳仆仂仄舒亳仂仆仆 亠仆仂仍仂亞亳亶
- 2. 油
- 3. 1 2 3 4 5
- 4. 1
- 5. 2
- 6. 3
- 7. 4
- 8. 5
- 9. 亳 仂舒于仍亠仆亳亳 仗亠亰亠仆舒亳亳 亳仗仂仍亰仂于舒仆 仄舒亠亳舒仍油 亠亰亠仆舒亳亳 舒舒 舒舒仆仗亠亠油 Haridustehnoloogilised p辰devused 亠亠于亠仍舒 仂仆从仂亞仂 .仂亢亟亠于亠仆从舒