Identifying Needs: A Missing Part in Teacher Training Programs

Diverse compositions of student populations, changing paradigms in teaching and learning, and changing expectations about the quality of education occur in every society at an unexpected rate. In the absence of well designed professional development programs, teachers have been expected to learn how...

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Main Author: Hosein Moeini
Format: Article
Language:English
Published: Lillehammer University College 2008-12-01
Series:Seminar.net
Online Access:https://journals.hioa.no/index.php/seminar/article/view/2488
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spelling doaj-d54d0381675149fbb061e080fe0393122020-11-25T02:21:55ZengLillehammer University CollegeSeminar.net1504-48312008-12-01412488Identifying Needs: A Missing Part in Teacher Training ProgramsHosein Moeini0Faculty of Commercial Sciences Baskent UniversityDiverse compositions of student populations, changing paradigms in teaching and learning, and changing expectations about the quality of education occur in every society at an unexpected rate. In the absence of well designed professional development programs, teachers have been expected to learn how to improve their teaching on their own, learn from trial and error, and individually seek the required professional development. In the new educational era, the trial and error teaching, and take it or leave it professional development programs cannot be accepted anymore. Teacher training is more than the matter of only mastery of certain practical knowledge, pedagogical skills, and techniques. It has to concern teachers’ own perception about the fields in which they don’t feel knowledgeable. This article is a theoretical study intended to give an insight into teachers’ training, their professional development, importance of needs analysis, and integration of needs analysis and information and communication technology in teacher preparation programs. It emphasizes that information and communication technology can enhance teachers’ learning and their professional developments by giving opportunities to initiate new ideas through their training programs.https://journals.hioa.no/index.php/seminar/article/view/2488
collection DOAJ
language English
format Article
sources DOAJ
author Hosein Moeini
spellingShingle Hosein Moeini
Identifying Needs: A Missing Part in Teacher Training Programs
Seminar.net
author_facet Hosein Moeini
author_sort Hosein Moeini
title Identifying Needs: A Missing Part in Teacher Training Programs
title_short Identifying Needs: A Missing Part in Teacher Training Programs
title_full Identifying Needs: A Missing Part in Teacher Training Programs
title_fullStr Identifying Needs: A Missing Part in Teacher Training Programs
title_full_unstemmed Identifying Needs: A Missing Part in Teacher Training Programs
title_sort identifying needs: a missing part in teacher training programs
publisher Lillehammer University College
series Seminar.net
issn 1504-4831
publishDate 2008-12-01
description Diverse compositions of student populations, changing paradigms in teaching and learning, and changing expectations about the quality of education occur in every society at an unexpected rate. In the absence of well designed professional development programs, teachers have been expected to learn how to improve their teaching on their own, learn from trial and error, and individually seek the required professional development. In the new educational era, the trial and error teaching, and take it or leave it professional development programs cannot be accepted anymore. Teacher training is more than the matter of only mastery of certain practical knowledge, pedagogical skills, and techniques. It has to concern teachers’ own perception about the fields in which they don’t feel knowledgeable. This article is a theoretical study intended to give an insight into teachers’ training, their professional development, importance of needs analysis, and integration of needs analysis and information and communication technology in teacher preparation programs. It emphasizes that information and communication technology can enhance teachers’ learning and their professional developments by giving opportunities to initiate new ideas through their training programs.
url https://journals.hioa.no/index.php/seminar/article/view/2488
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