El cómic digital como recurso para consolidar el aprendizaje en la educación secundaria obligatoria

The systematic work in the field of education in the Republic of Kazakhstan to increase the requirements for the quality of teacher training is directly related to advance training courses for teachers. Conducting research before the formation of courses for each group and taking into account individual requests allows us to build the learning process more effectively. The relevance of this study lies in the fact that special attention is paid to the potential benefits of professional needs analysis to obtain a more comprehensive understanding of the situation with the study and teaching of English in Kazakhstani schools. This study presents the results of the needs analysis of Kazakhstani English teachers before the beginning of advanced training courses for teachers of English within the framework of the pedagogical development program developed by the Akmola Region English Language Teachers Association (ARELTA) and the Regional English Language Office of the U.S. Embassy in Astana. The purpose of the study is to collect data for the development of a curriculum for an advanced training course for English teachers within the framework of the project. The survey involved 328 respondents, all of them teachers of English from different regions of Kazakhstan. The performed analysis represents the English language teacher's perception of professional development needs and is critical for analyzing the needs and professional development of other teachers.

This article aims to discuss the purpose of ethnobiology in biology teachers’ training based on conceptions of biology teachers before and after their participation in a training course for science teachers that involved ethnobiology. The research was developed in 2009 and involved semi-structured interviews with nine biology teachers of public schools in the state of Bahia (Northeastern Brazil). Analyzes were conducted inductively, using categories based on the teachers’ answers and carefully studying literature on science teaching. Results indicate that teachers expanded their conceptions about ethnobiology after their participation in the training course. They perceived this science as the study of complex relationships between human beings and other living beings. They also perceived the importance of exploring their students’ cultural knowledge to the intercultural dialog and having ethnobiology as a tool in this process. It is concluded that ethnobiology contributes to the biology teachers’ training guiding his/her practices and giving the opportunity to identify students’ cultural knowledge that can be used in an intercultural dialog with the biology taught in schools; hence, it is imperative to offer training courses for teachers as a starting point.

Both in Europe and in North America, teacher education plays a key role in guaranteeing an inclusive school for all and, in particular, is crucial for preparing teachers working with diverse students. However, because of the lack of consistent empirical research in this field, the elements that qualify an effective initial training for teachers working in such contexts are not clear. The prevailing intercultural competence approach is criticized here. Although this approach is, to some extent, very promising for re-envisioning traditional teaching methods, I argue that using a competence model as an a priori framework is less effective in teacher education for handling diversity. Attempting to find a different answer to this question, I will report the results of a critical ethnographic study carried out in Los Angeles focusing on preservice training programs for teachers working in urban schools. Then, I will highlight some practical outcomes I used for designing an in-service training course for teachers and principals in Italy. The analysis showed that teacher education can be effective if knowledge and competence acquisition are combined with emancipatory and empowering processes related to the deepest level of subjectivity, and if political commitment pervades the pedagogical environment in which urban teachers are trained. With the results of this research as my basis, I present the key elements of a two year innovative training course for school principals and teachers set up in Italy, aimed at building what I define as an ‘intercultural ethos.’

This article aims at presenting some of the results from my research which investigated a Teaching Training Course for pre-service teachers of Portuguese as a Foreign Language that emphasized a reflexive-collaborative posture among its participants (Schon , 1983; Griffiths and Tann , 1992; Zeichner and Liston , 1996; among others). The methodology used in this research involved shooting of classes, collaborative sections, and the use of diaries with four pre-service teachers from the Centro de Extensao da Faculdade de Letras da UFMG. The results of the research show that a pre-service training course for teachers of Portuguese as a foreign language involving a reflexive-collaborative process causes changes in the beliefs and in the pedagogical practices of the teachers.

This research is intended to examine the current status of online training courses for overseas Hangeul School teachers (the training courses for Korean Language teachers), which have been successfully held for 5 times since 2009, after Digital Seoul Culture Arts University and Overseas Koreans Foundation made a memorandum of understanding (MOU) in Feburary, 2009, for overseas Koreans’ education. The research is also intended to seek for the educational tasks and the future improvement of these courses, by analyzing the satisfaction survey. Therefore, following the introduction in the 1st chapter, the 2nd chapter focuses on the overall contents of the online training courses for Hangeul School teachers. The 3rd chapter anaylzes the satisfaction survey of the course trainees. The 4th chapter seeks for the future task and improvement of the training courses, as the 5th chapter suggests the conclusion. The management methods, which were studied in this research, are believed to pave the right way for the online training courses for Hangeul School teachers (the training courses for Korean language teachers). Lastly, although the number of the trainees of the online training courses for Hangeul School teachers (the training courses for Korean language teachers) has approximately reached 800 around the world, only a few of them have finally passed the Korean language teaching authorization test ― written tests and interviews included ― and acquired the 3rd level of the Hanguel school teacher certificate. This proves the fact that the basic conditions are not well facilitated for Hangeul School teachers to take the Korean language teaching proficiency test. Accordingly, it is necessary for officials of government organizations and government-related institutes to have keen interests in the shortage of Hanguel School teachers and contemplate a more active solution. These organizations include Human Resources Development Service of Korea, which administers the Korean language teaching proficiency test, The National Institute of Korean Language, which is in charge of qualifying Hangeul School teachers and issuing the Hanguel School teacher certificates, Overseas Koreans Foundation, which has provided the online training courses for Hangeul School teachers (the training courses for Korean language teachers).

Bu arastirmanin amaci Egitim Fakultesi ogrencilerinin ogretmenlik meslek derslerine yonelik dusuncelerinde ortuk programin etkilerini tespit etmektir. Arastirma nitel bir durum calismasi olup, veriler Uludag Universitesi Egitim Fakultesi Resim-is ve Muzik ogretmenligi Anabilim Dalinda ogrenim goren 12 son sinif ogrencisi ile yapilan gorusme ile toplanmis ve betimsel analiz yaklasimi ile analiz edilmistir. Arastirmada ogrencilerin ogretmenlik mesleginin onemli oldugunu kabul etmekle birlikte, genelde ogretmenlige olumsuz baktiklari, alan derslerine daha fazla ilgi gosterdikleri, ogretmenlik meslek derslerine giren ogretim elemanlariyla iletisim kurmada problem yasadiklari ortaya cikmistir. Ayrica ogrenciler alan ve ogretmenlik meslek derslerinin birbirinden tamamen kopuk olarak islendigini dusunmektedirler. Arastirmada elde edilen veriler isiginda anabilim dallarinin ortuk programi temel hatlariyla ortaya konularak ogrencilerin ogretmenlik ve ogretmenlik meslek derslerine yonelik dusuncelerinde ortuk programin etkisi aciklanmistir.

This article describes the results of a training course for teachers, "Fundamentals of Remote Sensing: History and Practice", which was organized by the "GIS and Remote Sensing" Laboratory of the National Center "Junior Academy of Sciences of Ukraine." The article discusses the preconditions for the training course organization and ways of remote sensing data application in the educational process. It also provides examples of individual research by training course participants, which were presented at the closing conference.

Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded PhD candidates. The goals of the course are to build ethics, critical thinking, and a positive self-image as a teacher through the use of a variety of pedagogical tools. Concurrently, the GTAs are transitioned into independent researchers with the skills to prepare written reports and oral presentations. The goals of this course were achieved based on the results of participant feedback. The experience gained and issues identified from the course may be used to guide future training courses.

The procedures for designing advanced training courses as a pedagogical object are highlighted. The objectives, content, and control of advanced training courses for teachers of mathematics and physics, as well as models of educational organization, are described. Examples are given of the procedures developed at Volgograd State Socio-Pedagogical University for the implementation of the design procedures outlined by the authors for mass advanced training courses for teachers of mathematics and physics.

This chapter presents some of the results derived from the data analysis of a thesis which dealt with the conception, implementation, and evaluation of a blended learning training course in plurilingualism and pluriculturalism. More precisely, this blended learning training course was addressed at teachers working in Greek primary schools in the city of Thessaloniki. This chapter focuses on the last phase of this project, which is to say the evaluation phase in which the researcher interviewed participating teachers. The analysis of the interviews sheds light on the teachers' perceptions of blended learning as a training mode. The results present the difficulties the teachers encountered with distance training, as well as their views on the possible implementation of distance learning with their students. They also highlight the teachers' perceptions of online interaction on a forum with other participants, and of good blended learning.

The article is devoted to the problem of studying the professional development of teachers of science and mathematics education and technology in the conditions of martial law. The purpose of the article is to characterize open educational platforms for the professional development of teachers of science and mathematics education and technology. These platforms include: the social project «Coaching for Ukraine» created by the AcademyOcean team, which operates with the support of the state; training courses for teachers on the Prometheus+ platform; professional development courses on the Iteacher platform; the Ukrainian educational online portal for teachers «Na urok»; the educational project «Vseosvita»; and the online education studio Educational Era (EdEra). The experience of the Institute of Postgraduate Education of Borys Grinchenko Kyiv University, where instructors have developed and implemented original training courses for teachers with different levels of digital competence, is highlighted. It is emphasized that the professional development of teachers with the active use of open educational platforms takes place in accordance with the principles of open education. It has been found that the content of the in-service training of teachers of science and mathematics education and technology in the context of the use of digital tools in the educational process contributes to the renewal of the organization of the educational environment of a general secondary education institution in a remote mode, highlights the features of the learning process organization of students in synchronous and asynchronous modes. It has been proven that the use of digital tools by a teacher is closely related to his digital competence, which needs attention from the professional development system.

"This article is a continuation of the theoretical research presented in the previously published works of the authors, which provides the rationale for the conditions that provide initiation and support for the understanding of the value-semantic foundations of pedagogical support of students, the formation, development and maintenance of the subject-subject nature of the activities of teachers and students. This study presents the results of approbation of research work on the development of the skills of primary school teachers to pedagogically accompany the research (project) activities of students. Based on the theoretical model and the concept of development of primary school teachers, providing the formation of skills to pedagogically accompany the research (project) activities of students «presented in a previously published work, the authors have developed and tested a program of advanced training courses for teachers» Pedagogical support of extracurricular research (project) activities of primary students classes «. The experience of organizing courses for the professional development of teachers on the formation of skills to carry out pedagogical support of research (project) activities of students is analyzed. The implementation of the practical part of the advanced training courses for teachers was of a complex design and research nature and was carried out in the form of on-line meetings using distance educational technologies. The approbation was implemented in stages and consisted of the following five stages: 1) preparation and training of tutors for courses of professional and personal development of teachers; 2) conducting the first session of courses on professional and personal development of teachers; 3) the practice of initiating project and research activities of students by course participants; 4) holding the second session of courses on professional and personal development of teachers; 5) organization of the International Summer School «Design and Research for the Future». "

As tecnologias digitais educacionais podem contribuir no contexto escolar, principalmente para a Educação Especial, possibilitando a inclusão de alunos com necessidades educacionais especiais, inclusive auxiliando os alunos com Transtorno do Espectro Autista, visto ser um transtorno do desenvolvimento que tem início na infância e que se caracteriza por atrasos significativos na aquisição de linguagem, interação social e comportamentos repetitivos e estereotipados. Essas contribuições podem ser muitas, pois visam desenvolver a habilidade social, a linguagem e a aprendizagem de conteúdos escolares, assim, produzindo conhecimento, explorando e executando ações por meio de recurso tecnológico. Desse modo, essa pesquisa tem como objetivo geral desenvolver um curso de capacitação para docentes que atuam com alunos com Transtorno do Espectro Autista, com finalidade do uso de recursos tecnológicos para a alfabetização de alunos com esse transtorno. O encaminhamento metodológico utilizado contemplou as seguintes etapas: fundamentação teórica estruturada em uma revisão bibliográfica com base em pesquisas e na abordagem qualitativa para a elaboração do produto educacional, que objetivou produzir um curso de capacitação para docentes. O trato com os dados ocorreu a partir dos pressupostos da Análise Textual Discursiva, com a utilização de entrevistas, diário de bordo e questionário final. Portanto, a contribuição desse curso foi relevante no sentido de promover reflexões entre seus participantes acerca da importância da formação pedagógica continuada para o conhecimento sobre o Transtorno do Espectro Autista e sobre a alfabetização desses alunos por meio do recurso tecnológico.

The method of visual presentation of educational information for solving problems of mathematics and informatics is effective for the development of algorithmic, logical and computational thinking of schoolchildren. Technical progress, informatization of education, the emergence of modern software for visualization of information change the activities of teachers who need to master new technologies of information visualization for use in the classroom and in work with gifted children. Visual models for presenting educational information and methods of their processing with the use of computer programs are also relevant in extracurricular activities, allowing to develop the intellectual abilities of schoolchildren. Teachers are required to teach children to create projects in which visibility is a necessary component and must be represented by an electronic product created using modern information visualization tools. The article proposes a variant of the advanced training course for teachers of mathematics and informatics on teaching methods for visualization of solving problems using graphs and the free software “Graphoanalyzator”. The relevance of the course is due to the need to form the competency to carry out targeted work with gifted children in the use of software for creating and processing graphs based on the graph visualization program “Graphoanalyzator”. The authors believe that the training of teachers on this course will contribute to the formation of their skills to solve problems of mathematical modeling in informatics and mathematics, to apply information technologies to solve pedagogical problems in the context of informatization of education.

The article deals with the problem of improving the professional competencies of teachers and managers of preschool education in the field of implementation of the Federal Educational Program of preschool Education (hereinafter referred to as FOP DO) in the context of the Federal State Educational Standard of Preschool Education (hereinafter referred to as FGOS DO). The relevance of professional training and advanced training in this area is substantiated. The author examines the concepts of "advanced training", "The Federal Educational program of preschool education", draws attention to the formation of a scientific system of knowledge and skills of teachers in its implementation, taking into account the Federal State Educational Standard, refers to regulatory documents, initiatives, innovations and projects in the field of preschool education. The article presents the results of a survey of teachers of preschool educational organizations and analyzes the responses received, on the basis of which a program of advanced training courses for teachers of preschool education "Preparing teachers of preschool education to solve professional tasks in accordance with the FOP DO" was developed. This Program has been implemented in the Kurgan Region and other regions of the Ural Federal District (Sverdlovsk, Tyumen, Chelyabinsk Regions, Khanty-Mansiysk Autonomous Okrug – Yugra, Yamalo-Nenets Autonomous Okrug). The author describes the experience of implementing a program of advanced training courses for teachers of preschool education, represented by five modules: Normative and methodological support for the implementation of FOP DO; Cooperation with parents (legal representatives) of infants, early and preschool children as a condition for the implementation of FOP DO; Development of the infrastructure of an organization implementing educational programs of preschool education; Specifics of the implementation of an educational program of preschool education, taking into account the regional component; Implementation of developing teacher-parent-child interaction. The article is of a scientific and methodological nature, contains theoretical generalizations and methodological recommendations and may be useful to researchers and practitioners of the preschool education system. The study was conducted within the framework of a grant in the form of a subsidy from the Ministry of Education of the Russian Federation in order to achieve the result "The number of teaching staff (including educators, management personnel) of organizations implementing educational programs of preschool education who have completed advanced training in the competencies necessary to work with preschool children" in the framework of the federal project "Modern school of the national project "Education" (No. 073-15-2024-1584 dated June 07, 2024).