15. Models of general teacher training and experience in Israel for Vietnam

15. Models of general teacher training and experience in Israel for Vietnam

 06:31 08/10/2017

Abstract: This paper aims at exploring and giving a brief description of teacher training models in Israel in order to draw implications for teacher training in Vietnam. In the first part of the paper, the authors focus on analyzing the two main pre-service teacher training models, i.e. direct entry model and transition model, to figure out the strong points of teacher training in Israel in terms of practical experimentation at schools, internship, and support for student teachers. Together with the reality of teacher training in Vietnam in general and at Hanoi Metropolitan University in particular, the authors provide some suggestions and recommendations that are practical and feasible in Vietnamese teacher training context with a view to improving the quality of pre-tertiary teachers.
Keywords: Models, training, teacher.

06. Pedagogical communication skills of teachers with preschool children and assessment criteria

06. Pedagogical communication skills of teachers with preschool children and assessment criteria

 04:39 08/10/2017

Abstract: The pedagogical communication skills of teachers with preschool children are expressed in creating relationship, exchanging information on cognition, emotion and action. These skills play an important role in caring and educating preschoolers. Therefore, assessment of these skills is required and must base on criteria such as completeness, flexibility and maturity.
Keywords: Communicative skills, pedagogical communication skills, preschool children, teacher.

8. MOTIVATIONS OF LEARNERS AND RESPONSIBILITIES OF TEACHERS IN THE CONTEXT OF FUNDAMENTAL AND COMPREHENSIVE EDUCATION REFORM

8. MOTIVATIONS OF LEARNERS AND RESPONSIBILITIES OF TEACHERS IN THE CONTEXT OF FUNDAMENTAL AND COMPREHENSIVE EDUCATION REFORM

 23:10 16/09/2017

Abstract: The motivation plays an important role in all activities of human including learning and is one of the decisive factors in achieving goals. In this paper, authors mention motivation in learning in two aspects such as motivations of learners in gaining knowledge and training skills and responsibilities of teachers in educating students. These aspects cement by learning activities and are driving forces in fulfil the fundamental and comprehensive education reform.
Keywords: Motivation, learner, responsibility, teacher, education reform

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