TEACHING TALENT TRAINING CONFERENCE


Teaching Talent Training Conference is one of the leading research topics in the international research conference domain. Teaching Talent Training is a conference track under the Education Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Education.

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Teaching Talent Training is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

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I. INTERNATIONAL EDUCATION CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

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II. INTERNATIONAL EDUCATION CONFERENCE

JUNE 26 - 27, 2019
PARIS, FRANCE

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III. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

FINISHED

IV. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

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V. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

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VI. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

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VII. INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

FINISHED

VIII. INTERNATIONAL EDUCATION CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

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IX. INTERNATIONAL EDUCATION CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

X. INTERNATIONAL EDUCATION CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

FINISHED

XI. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

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XII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

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XIII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

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XIV. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

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XV. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

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XVI. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

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XVII. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

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XVIII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

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XIX. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

FINISHED

XX. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

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XXI. INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

FINISHED

XXII. INTERNATIONAL EDUCATION CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

FINISHED

XXIII. INTERNATIONAL EDUCATION CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

FINISHED

XXIV. INTERNATIONAL EDUCATION CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

FINISHED

XXV. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

FINISHED

XXVI. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

FINISHED

XXVII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

FINISHED

XXVIII. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

FINISHED

XXIX. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

FINISHED

XXX. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

FINISHED

XXXI. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

FINISHED

XXXII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

FINISHED

XXXIII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

Education Conference Call For Papers are listed below:

Previously Published Papers on "Teaching Talent Training Conference"

  • Holistic Approach to Teaching Mathematics in Secondary School as a Means of Improving Students’ Comprehension of Study Material
    Authors: Natalia Podkhodova, Olga Sheremeteva, Mariia Soldaeva, Keywords: Comprehension of mathematical content, holistic approach to teaching mathematics in secondary school, subjective experience, technology of the formation of inter-subject notions. DOI:10.5281/zenodo. Abstract: Creating favourable conditions for students’ comprehension of mathematical content is one of the primary problems in teaching mathematics in secondary school. The fact of comprehension includes the ability to build a working situational model and thus becomes an important means of solving mathematical problems. This paper describes a holistic approach to teaching mathematics designed to address the primary challenges of such teaching; specifically, the challenge of students’ comprehension. Essentially, this approach consists of (1) establishing links between the attributes of the notion: the sense, the meaning, and the term; (2) taking into account the components of student’s subjective experience—value-based emotions, contextual, procedural and communicative—during the educational process; (3) linking together different ways to present mathematical information; (4) identifying and leveraging the relationships between real, perceptual and conceptual (scientific) mathematical spaces by applying real-life situational modelling. The article describes approaches to the practical use of these foundational concepts. Identifying how proposed methods and techniques influence understanding of material used in teaching mathematics was the primary goal. The study included an experiment in which 256 secondary school students took part: 142 in the study group and 114 in the control group. All students in these groups had similar levels of achievement in math and studied math under the same curriculum. In the course of the experiment, comprehension of two topics — “Derivative” and “Trigonometric functions”—was evaluated. Control group participants were taught using traditional methods. Students in the study group were taught using the holistic method: under teacher’s guidance, they carried out assignments designed to establish linkages between notion’s characteristics, to convert information from one mode of presentation to another, as well as assignments that required the ability to operate with all modes of presentation. Identification, accounting for and transformation of subjective experience were associated with methods of stimulating the emotional value component of the studied mathematical content (discussions of lesson titles, assignments aimed to create study dominants, performing theme-related physical exercise ...) The use of techniques that forms inter-subject notions based on linkages between, perceptual real and mathematical conceptual spaces proved to be of special interest to the students. Results of the experiment were analysed by presenting students in each of the groups with a final test in each of the studied topics. The test included assignments that required building real situational models. Statistical analysis was used to aggregate test results. Pierson criterion x2 was used to reveal statistics significance of results (pass-fail the modelling test). Significant difference of results was revealed (p < 0.001), which allowed to conclude that students in the study group showed better comprehension of mathematical information than those in the control group. The total number of completed assignments of each student was analysed as well, with average results calculated for each group. Statistical significance of result differences against the quantitative criterion (number of completed assignments) was determined using Student’s t-test, which showed that students in the study group completed significantly more assignments than those in the control group (p = 0.0001). Authors thus come to the conclusion that suggested increase in the level of comprehension of study material took place as a result of applying implemented methods and techniques.
  • eLearning for Electric Distribution Planning Engineers
    Authors: Isaias Ramirez, Jose Luis Silva, Carlos Gonzalez, Gustavo Candelaria, Jose Pepe Rasgado, Carlos Carrillo, Keywords: Moodle, eLearning, corporate training, electrical planning engineer. DOI:10.5281/zenodo. Abstract: This paper presents the experience in an eLearning training project that is being implemented for electrical planning engineers from the national Mexican utility Comision Federal de Electricidad (CFE) Distribution. This modality is implemented and will be used in the utility for training purposes to help personnel in their daily technical activities. One important advantage of this training project is that once it is implemented and applied, financial resources will be saved by CFE Distribution Company because online training will be used in all the country; the infrastructure for the eLearning training will be uploaded in computational servers installed in the National CFE Distribution Training Department, in Ciudad de Mexico, and can be used in workplaces of 16 Distribution Divisions and 150 Zones of CFE Distribution. In this way, workers will not need to travel to the National Training Department, saving enormous efforts, financial, and human resources.
  • Affective (and Effective) Teaching and Learning in Higher Education: Getting Social Again
    Authors: Laura Zizka, Gaby Probst, Keywords: affective teaching and learning, engagement, interaction, motivation, social presence DOI:10.5281/zenodo. Abstract: The COVID-19 pandemic has affected the way Higher Education Institutions (HEIs) have given their courses. From emergency remote where all students and faculty were immediately confined to home teaching and learning, the continuing evolving sanitary situation obliged HEIs to adopt other methods of teaching and learning from blended courses that included both synchronous and asynchronous courses and activities to HyFlex models where some students were on campus while others followed the course simultaneously online. Each semester brought new challenges for HEIs and, subsequently, additional emotional reactions. This paper investigates the affective side of teaching and learning in various online modalities and its toll on students and faculty members over the past three semesters. The findings confirm that students and faculty who have more self-efficacy, flexibility, and resilience reported positive emotions and embraced the opportunities that these past semesters have offered. While HEIs have begun a new semester in an attempt to return to ‘normal’ face-to-face courses, this paper posits that there are lessons to be learned from these past three semesters. The opportunities that arose from the challenge of the pandemic should be considered when moving forward by focusing on a greater emphasis on the affective aspect of teaching and learning in HEIs worldwide. 
  • Impact on Course Registration and SGPA of the Students of BSc in EEE Programme due to Online Teaching during the COVID-19 Pandemic
    Authors: Muhibul Haque Bhuyan, Keywords: electrical and electronic engineering students, impact on course grading and SGPA, online assessment, online teaching, student registration, semester result DOI:10.5281/zenodo. Abstract: Most educational institutions were compelled to switch over to the online mode of teaching, learning, and assessment due to the lockdown when the corona pandemic started around the globe in the early part of the year 2020. However, they faced a unique set of challenges in delivering knowledge and skills to their students as well as formulating a proper assessment policy. This paper investigates whether there is an impact on the student Semester Grade Point Average (SGPA) due to the online mode of teaching and learning assessment at the Department of Electrical and Electronic Engineering (EEE) of Southeast University (SEU). Details of student assessments are discussed. Then students’ grades were analyzed to find out the impact on SGPA based on the z-test by finding the standard deviation (). It also pointed out the challenges associated with the online classes and assessment strategies to be adopted during the online assessment. The student admission, course advising, and registration statistics were also presented in several tables and analyzed based on the change in percentage to observe the impact on it due to the pandemic. In summary, it was observed that the students’ SGPAs are not affected but student course advising and registration were affected slightly by the pandemic. Finally, the paper provides some recommendations to improve the online teaching, learning, assessment, and evaluation system.
  • Impacts of E-Learning on Educational Policy: Policy of Sensitization and Training in E-Learning in Saudi Arabia
    Authors: Layla Albdr, Keywords: e-learning, educational policy, Saudi Arabian higher education, policy of sensitization and training DOI:10.5281/zenodo. Abstract: Saudi Arabia instituted the policy of sensitizing and training stakeholders for e-learning and witnessed wide adoption in many institutions. However, it is at the infancy stage and needs time to develop to mirror the US and UK. The majority of the higher education institutions in Saudi Arabia have adopted e-learning as an alternative to traditional methods to advance education. Conversely, effective implementation of the policy of sensitization and training of stakeholders for e-learning implementation has not been attained because of various challenges. The objectives included determining the challenges and opportunities of the e-learning policy of sensitization and training of stakeholders in Saudi Arabia's higher education and examining if sensitization and training of stakeholder's policy will help promote the implementation of e-learning in institutions. The study employed a descriptive research design based on qualitative analysis. The researcher recruited 295 students and 60 academic staff from four Saudi Arabian universities to participate in the study. An online questionnaire was used to collect the data. The data were then analyzed and reported both quantitatively and qualitatively. The analysis provided an in-depth understanding of the opportunities and challenges of e-learning policy in Saudi Arabian universities. The main challenges identified as internal challenges were the lack of educators’ interest in adopting the policy, and external challenges entailed lack of ICT infrastructure and Internet connectivity. The study recommends encouraging, sensitizing, and training all stakeholders to address these challenges and adopt the policy.
  • Robot-assisted Relaxation Training for Children with Autism Spectrum Disorders
    Authors: V. Holeva, V. Aliki Nikopoulou, P. Kechayas, M. Dialechti Kerasidou, M. Papadopoulou, G. A. Papakostas, V. G. Kaburlasos, A. Evangeliou, Keywords: Autism spectrum disorders, CBT, children relaxation training, robot-assisted therapy. DOI:10.5281/zenodo. Abstract: Cognitive Behavioral Therapy (CBT) has been proven an effective tool to address anger and anxiety issues in children and adolescents with Autism Spectrum Disorders (ASD). Robot-enhanced therapy has been used in psychosocial and educational interventions for children with ASD with promising results. Whenever CBT-based techniques were incorporated in robot-based interventions, they were mainly performed in group sessions. Objectives: The study’s main objective was the implementation and evaluation of the effectiveness of a relaxation training intervention for children with ASD, delivered by the social robot NAO. Methods: 20 children (aged 7–12 years) were randomly assigned to 16 sessions of relaxation training implemented twice a week. Two groups were formed: the NAO group (children participated in individual sessions with the support of NAO) and the control group (children participated in individual sessions with the support of the therapist only). Participants received three different relaxation scenarios of increasing difficulty (a breathing scenario, a progressive muscle relaxation scenario and a body scan medication scenario), as well as related homework sheets for practicing. Pre- and post-intervention assessments were conducted using the Child Behavior Checklist (CBCL) and the Strengths and Difficulties Questionnaire for parents (SDQ-P). Participants were also asked to complete an open-ended questionnaire to evaluate the effectiveness of the training. Parents’ satisfaction was evaluated via a questionnaire and children satisfaction was assessed by a thermometer scale. Results: The study supports the use of relaxation training with the NAO robot as instructor for children with ASD. Parents of enrolled children reported high levels of satisfaction and provided positive ratings of the training acceptability. Children in the NAO group presented greater motivation to complete homework and adopt the learned techniques at home. Conclusions: Relaxation training could be effectively integrated in robot-assisted protocols to help children with ASD regulate emotions and develop self-control.
  • Online Teaching Methods and Student Satisfaction during a Pandemic
    Authors: Anita Kéri, Keywords: Online teaching, pandemic, satisfaction, students. DOI:10.5281/zenodo. Abstract: With the outbreak of the global pandemic of COVID-19, online education characterizes today’s higher education. For some higher education institutions (HEIs), the shift from classroom education to online solutions was swift and smooth, and students are continuously asked about their experience regarding online education. Therefore, there is a growing emphasis on student satisfaction with online education, a field that had emerged previously, but has become the center of higher education and research interest today. The aim of the current paper is to give a brief overview of the tools used in the online education of marketing-related classes at the examined university and to investigate student satisfaction with the applied teaching methodologies with the tool of a questionnaire. Results show that students are most satisfied with their teachers’ competences and preparedness, while they are least satisfied with online class quality, where it seems that further steps are needed to be taken.
  • The Pedagogical Integration of Digital Technologies in Initial Teacher Training
    Authors: Vânia Graça, Paula Quadros-Flores, Altina Ramos, Keywords: Digital technologies, initial teacher training, pedagogical use of ICT, skills. DOI:10.5281/zenodo. Abstract: The use of Digital Technologies in teaching and learning processes is currently a reality, namely in initial teacher training. This study aims at knowing the digital reality of students in initial teacher training in order to improve training in the educational use of ICT and to promote digital technology integration strategies in an educational context. It is part of the IFITIC Project "Innovate with ICT in Initial Teacher Training to Promote Methodological Renewal in Pre-school Education and in the 1st and 2nd Basic Education Cycle" which involves the School of Education, Polytechnic of Porto and Institute of Education, University of Minho. The Project aims at rethinking educational practice with ICT in the initial training of future teachers in order to promote methodological innovation in Pre-school Education and in the 1st and 2nd Cycles of Basic Education. A qualitative methodology was used, in which a questionnaire survey was applied to teachers in initial training. For data analysis, the techniques of content analysis with the support of NVivo software were used. The results point to the following aspects: a) future teachers recognize that they have more technical knowledge about ICT than pedagogical knowledge. This result makes sense if we consider the objective of Basic Education, so that the gaps can be filled in the Master's Course by students who wish to follow the teaching; b) the respondents are aware that the integration of digital resources contributes positively to students' learning and to the life of children and young people, which also promotes preparation in life; c) to be a teacher in the digital age there is a need for the development of digital literacy, lifelong learning and the adoption of new ways of teaching how to learn. Thus, this study aims to contribute to a reflection on the teaching profession in the digital age.
  • Research on the Teaching Quality Evaluation of China’s Network Music Education APP
    Authors: Guangzhuang Yu, Chun-Chu Liu, Keywords: Network music education APP, teaching quality evaluation, index, connotation. DOI:10.5281/zenodo. Abstract: With the advent of the Internet era in recent years, social music education has gradually shifted from the original entity education mode to the mode of entity plus network teaching. No matter for school music education, professional music education or social music education, the teaching quality is the most important evaluation index. Regarding the research on teaching quality evaluation, scholars at home and abroad have contributed a lot of research results on the basis of multiple methods and evaluation subjects. However, to our best knowledge the complete evaluation model for the virtual teaching interaction mode of the emerging network music education Application (APP) has not been established. This research firstly found out the basic dimensions that accord with the teaching quality required by the three parties, constructing the quality evaluation index system; and then, on the basis of expounding the connotation of each index, it determined the weight of each index by using method of fuzzy analytic hierarchy process, providing ideas and methods for scientific, objective and comprehensive evaluation of the teaching quality of network education APP.
  • Vocal Training and Practice Methods: A Glimpse on the South Indian Carnatic Music
    Authors: Raghavi Janaswamy, Saraswathi K. Vasudev, Keywords: Carnatic music, Saraliswaram, Varnam, Vocal training. DOI:10.5281/zenodo. Abstract: Music is one of the supreme arts of expressions, next to the speech itself. Its evolution over centuries has paved the way with a variety of training protocols and performing methods. Indian classical music is one of the most elaborate and refined systems with immense emphasis on the voice culture related to range, breath control, quality of the tone, flexibility and diction. Several exercises namely saraliswaram, jantaswaram, dhatuswaram, upper stayi swaram, alamkaras and varnams lay the required foundation to gain the voice culture and deeper understanding on the voice development and further on to the intricacies of the raga system. This article narrates a few of the Carnatic music training methods with an emphasis on the advanced practice methods for articulating the vocal skills, continuity in the voice, ability to produce gamakams, command in the multiple speeds of rendering with reasonable volume. The creativity on these exercises and their impact on the voice production are discussed. The articulation of the outlined conscious practice methods and vocal exercises bestow the optimum use of the natural human vocal system to not only enhance the signing quality but also to gain health benefits.

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