View clinical trials related to Teacher Training.
Filter by:A lecturer is a person who, after completing his/her undergraduate education, specializes in the same or a different discipline through postgraduate education and works at a university. The main responsibilities of lecturers are teaching, research, leadership and community service. The training skills program includes adult education and characteristics of adult learners, basic concepts of education, teaching methods and techniques, instructional technologies, communication skills, curriculum development, implementation and evaluation and aims to improve participants' training skills. Teaching is among the main responsibilities of lecturers. Instructors need to receive training to improve their teaching skills during their graduate education and after their appointment as instructors. In this study, it is aimed to design and implement an Educational Skills Program based on the Constructivist Learning Approach. The design of the training program was based on the Dick, Carey and Carey (DCC) Instructional Design Model, which is widely known among instructional design models and influenced by constructivism theory. It is aimed that the training skills training program will be carried out by taking adult education into consideration and will be learner-centered. In this study, the training plan is based on the Constructivist Learning Approach 5E model, which is proven to be effective in the literature and widely used. The training program will be conducted through distance education in order to reach instructors living in different cities and to create common time.
The goal of this clinical trial is to test the effects of a responsive approach to training teachers to increase their use of evidence-based classroom management practices. The main question to answer is whether teachers increase their use of a target classroom management practice when they receive the intervention. All participants will receive the intervention. The target practice for which they receive intervention will be randomly assigned. Participants will submit videos of an instructional activity in their classroom 1-2 times per week over a period of 12-15 weeks. They will be asked to complete online modules on classroom management practices and to self-monitor their use of one classroom management practice. Participants may also be asked to graph their data, watch videos of themselves teaching, or implement peer coaching with a classmate or other participant. Researchers will compare the change in target classroom management practices between groups to test if the change in the group who targeted the practice is greater than the change in the group who did not target the practice.
The proposed virtual training prototype will provide Making Proud Choices (MPC) facilitator trainees the opportunity to make decisions, build facilitator skills, practice core concepts and enhance self-efficacy with a virtual audience programmed to display a range of behaviors and emotions, simulating a true-to-life experience with immediate feedback. Seventy-two adults who have experience working with adolescents but not with MPC, STI, or pregnancy prevention education will receive MPC training. Participants will be randomly assigned to either: 1) virtual training in the MPC module on condom use n=36), or 2) dfusion/ETR's traditional in-person training in the same module (n=36). Using mixed methods (survey, focus groups, observations), the project will evaluate the virtual training's impact on STI/pregnancy prevention knowledge, teaching efficacy, and teaching skills and its usability, feasibility, and acceptability.