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Comparative Study of Curriculum for Training Technology-oriented Teachers in Selected Countries for Providing Practical Recommendations to Farhangian University | خرید مقاله | انجام مقاله|انجام پایان نامه|چاپ مقاله|اکسپت| پروژه آنلاین|انجام مقاله در تهران


خرید مقاله | انجام مقاله|انجام پایان نامه|چاپ مقاله|اکسپت| پروژه آنلاین|انجام مقاله در تهران
انجام مقاله | چاپ مقاله | خرید مقاله | اکسپت | 02166435682
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TXT
Comparative Study of Curriculum for Training Technology-oriented Teachers in Selected Countries for Providing Practical Recommendations to Farhangian University
txt
مهر ۱۰, ۱۳۹۷

Comparative Study of Curriculum for Training Technology-oriented Teachers in Selected Countries for Providing Practical Recommendations to Farhangian University


Comparative Study of Curriculum for Training Technology-oriented Teachers in Selected Countries for Providing Practical Recommendations to Farhangian University

Abstract

This study aims to identify the characteristics of the teacher training curriculum in Finland, England, America, and Malaysia within training technology-oriented teachers. The similarities and differences of these countries in terms of their curriculum for educating technology-oriented teachers have been addressed in this research in order to provide practical suggestions for improving the curriculum of teacher training system. This study is a comparative survey. Information needed to answer the questions collected from library documents, reports, World Wide Web, and websites of the Ministry of Education of studied countries. Brody Model was used in this study. Results obtained from study indicated special attention to the role of ICT (Information and Communication Technology) in all three dimensions of knowledge, attitude and skill and their integration all courses.

To achieve this goal, some strategies have been considered including integrating theory and practice, a balance of theory and practice in the curriculum, Standards for teacher training, integration of ICT in teacher training curriculum, developing standards for teacher training, combination of ICT in teacher training curriculum and adjusting institutions managing teacher training in these countries.

Keywords: Teacher Training System, Teacher Training Curriculum, Curriculum Elements, Pre-Service Teacher Training, Technology-Oriented Teacher

پایان نامه،نگارش پایان نامه،چاپ مقاله،انجام مقاله،اکسپت،انجام مقاله درتهران،خرید مقاله،انجام مقاله در تهران،بهترین موسسه انجام مقاله،خریدمقاله علمی،انجام مقاله علمی،مقاله نویسی،انجام مقاله نویسی،اکسپت مقاله،انجام مقاله در ایران،انجام مقالات علمی پژوهشی،انجام مقاله به شرط اکسپت،انجام مقاله ایمپکت دار،خرید مقاله ایمپکت دار،خرید مقاله

Introduction

Teacher training not only is responsible to train and prepare teachers for education and training organization, but also it is itself a part of higher education system of country. The vital role of higher education in achieving society goals is recognized by all people. Curriculum is one of key elements of higher education system and is considered as a factor showing success or failure of higher education. There have been significant global changes over the recent years so that curriculums have been more considered by politicians, researchers, and planners of higher education (Mehrmohammadi, 2013).

Qualification and abilities of teachers in any education and training system indicates quality of education and training system of that society; hence, actualization of any ideal in education and training system depends on its teachers and human source that play the vital role in this field (Kian & Mehrmohammadi, 2013). Therefore, the quality of effective schools has been more discussed considering professional development of teachers over the past decade (Richter et al., 2011).

However, all of these attempts have focused on identifying common professional development, teachers’ learning, and learn how to transfer knowledge in order to contribute to students’ progress (Avalos, 2011).  UNESCO has provided a collection of qualifications required by teachers in scope of ICT in frame of table 1 in order to standardize this field. Accordingly, 6 regions have been determined to concentration of education in teacher training institutions at three levels (DuToit, 2015).



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