Observing Mathematics Teachers’ Reflections in Their Educational Practices

<p>Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill application model coupled with a comprehensive approach to raise the level of teacher competence. This study is qualitative with its data derived from observations, interviews, and questionnaires. The paper's research findings show that existing programs are not sufficiently enhancing teacher competencies and professionalism. Various teacher professional development activities are conducted; however, there has been no continuous post-activity follow-up. These professional development activities tend only to fulfill the administrative requirements for teacher promotion. What is needed is a comprehensive and continuous teacher professionalism assessment model, which is underpinned by a system of mentoring. This study has implications for evaluating the teacher's professional competencies. More comprehensive skill applications need to be formulated as part of an integrated, sustainable, and mentoring [terpadu, sustainable, pendampingan-TSP] approach to develop teacher professionalism significantly.</p>

The achievement of educational goals in schools is strongly effectd by the attitude of the teacher in carrying out his professional duties. This fact requires teachers to have high competence and professionalism in carrying out their duties and functions, because teachers are figures who become role models for students and their environment. This study aims to identify and analyze the principal transformational leadership and professional development on the competence and professionalism of state junior high school teachers in Balangan district. This research is a research with a quantitative approach. The population of this study was 166 teachers. The research sample was 117 teachers who were selected by proportional random sampling which was determined by (proportional random sample). The sampling technique in this study used proportional random sampling. Data collection was carried out using instruments consisting of principal transformational leadership (27 items), teacher professional development (38 items), teacher competence (32 items) and teacher professionalism (28 items) which had been tested for validity and reliability. The research data were analyzed using path analysis. The results of this study conclude that there is a direct effect of the principal transformational leadership on teacher competence. There is a direct effect of professional development on teacher competence; There is a direct effect of the principal transformational leadership on teacher professionalism, There is a direct effect of professional development on teacher professionalism, There is a direct effect of competence on teacher professionalism, There is no indirect effect of the principal transformational leadership on professionalism through teacher competence and, There is no indirect effect of coaching profession towards professionalism through the competence of State Junior High School teachers in Balangan Regency.

The article reveals the place of evaluative and analytical competence in the professional training of primary school teachers. The directions of previous research on the formation of the teacher's professional competence, in particular the development of evaluative and analytical competence, are indicated. It is noted that insufficient attention is paid to the development of assessment and analytical competence of primary school teachers in the process of professional training in institutions of higher education, so the topic needs to be studied. Examples of definitions of the evaluative and analytical competence of the teacher are given, the lack of a single approach to the interpretation of the defined concept is noted. The own definition of the assessment and analytical competence of the primary school teacher is formulated. An analysis of the professional standard was carried out for the professions «Teacher of primary classes of a general secondary education institution», «Teacher of a general secondary education institution», «Teacher of primary education (with a diploma of a junior specialist)», a study of the labor functions and professional competences of the teacher was carried out for the purpose of combining them with evaluative - analytical competence, on the basis of which the place of evaluative and analytical competence in the professional training of a teacher is determined. The analysis of the standard of higher education in the specialty 013 Primary education for the first (bachelor) level of higher education was carried out in relation to the implementation of issues of the development of evaluative and analytical competence of future teachers and educational and professional training programs for bachelors in the specialty 013 Primary education of ten pedagogical institutions of higher education of Ukraine, which occupy the highest positions in the consolidated rating of higher education institutions of Ukraine in 2023, on the subject of compliance with professional and educational standards and ensuring the formation of evaluative and analytical competence of graduates. According to the author, in most educational and professional programs, insufficient attention is paid to the development of the evaluation and analytical competence of future teachers, in particular the analytical component. The perspective of further research is the study of the Ukrainian and international experience of primary school teacher training and the development of recommendations for the development of the evaluative and analytical competence of future teachers in the process of their professional training in institutions of higher education.

Introduction: Collaboration is a positive and mutually committed process that involves team members working together, pooling resources, and sharing an environment. The process of collaboration among teachers also leads to the improvement of professional practice and the quality of learning outcomes. Teachers in a collaborative environment know that there are other experts from whom they can get support in the educational process. This situation has a positive effect on their attitudes towards the teaching profession, and positive attitudes enhance their professional competence by increasing their motivation to learn and teach. This study aimed to contribute to the literature by clarifying the relationship between attitudes towards collaborative working skills and teachers' competencies in the field of special education. Method: The research was designed in relational survey method, one of the quantitative research types. A total of 253 students who were enrolled in the undergraduate special education program at the universities and took the teaching practice course for at least one semester participated in the study. The data of the study were collected through the "Attitude Scale towards Professional Collaboration among Teachers" and "Ohio Teacher Competence Scale". Before analyzing the data, the assumption of normality was checked. Then, statistical analyses (correlation, regression, one-way analysis of variance, independent groups t-test) were performed. Reliability coefficients were also calculated for each scale. Results: As a result of the analyses, a high positive correlation was found between pre-service teachers' attitudes towards professional collaboration and teacher competencies and their subdimensions. In addition, it was found that pre-service teachers' attitudes toward professional collaboration positively predicted teacher competencies and their subdimensions. Finally, the attitudes towards collaboration and teacher competencies of pre-service teachers working with students with severe and multiple disabilities in teaching practice were higher than those of pre-service teachers working with other disability groups. Discussion: The results of this study suggest that pre-service special education teachers' positive attitudes towards professional collaboration significantly increase their levels of teacher efficacy, and that working with different disability groups affects pre-service teachers' professional development in different ways. This highlights the importance of teacher education programs to promote approaches that are sensitive to diversity and diverse learning needs.

In education, teacher competence greatly determines the quality of the learning process and outcomes, while principal leadership and professional development are considered important factors that influence these competencies. However, there is a gap in understanding how teacher self-experience can act as a bridge in the influence of both factors on teacher competence, especially in Islamic educational environments such as Madrasah Tsanawiyah. This study examines and analyzes the influence of principal leadership and professional development on teacher competence through self-experience mediation. The research method used is a quantitative approach with a PLS-SEM analysis model. The research sample involved 58 teachers from MTsN 9 Magetan and MTsN 6 Madiun, selected through proportional random sampling techniques. Data were collected using questionnaires and analyzed using path analysis techniques and direct and indirect effects hypothesis testing. The results showed that professional development positively and significantly influenced self-experience, while self-experience significantly influenced teacher competence. However, the influence of principal leadership on self-experience and teacher competence was not substantial. Self-experience was also shown to mediate the positive influence of principal leadership and professional development on teacher competence, although not significantly on the influence of leadership. This conclusion emphasizes the importance of self-experience as a mediator that can strengthen the influence of professional development on teacher competence. Recommendations from this study suggest improving teacher professional development programs and leadership training that emphasize personal experience and reflection.

The essence of cultural competence is analyzed as one of the key factors for the successful self-realization of an individual. Considering the tendencies of the Chinese education system (represented by the author of the article) toward integration into the globalized system of education and culture, scientific and normative sources of various countries, including Ukraine and China, and UNESCO documents were considered. Recommendations of the European Parliament and the Council of Europe (2006), which define eight competencies, serve as a guiding reference for conclusions. The purpose of the article is to establish links between the content of cultural competence and other key competences as those that systematically pervade future music teacher training in combination with professional ones. The methods of theoretical analysis, as well as the methods of comparison and juxtaposition, are applied to find points of contact in the context of cultural and other key competences, which should guide methodical searches and professional training (regardless of the specific discipline), and aim at the future professional activity. Cultural competence is considered in comparison with the concepts of competence and culture. The specificity of interpretations of the definition by Chinese pedagogical science, which emphasizes the primary role of the humanitarian sphere and spirituality, is pointed out. Connections between the content of cultural competence and other key competences are established since all of them should be systematically formed in the process of future music teacher training together with professional ones. It is confirmed that in the system of key competencies, it is the cultural one that plays a system-forming role and is the main one for professional music teacher training. Art and art education become key factors in the formation of the defined competence. These positions determine the methodological vectors of cultural competence in the process of professional music teacher training.

To support the success of teachers, pedagogic competencies are required to be developed and carried out in a sustainable manner. The problem of teachers in the Continuing Professional Development (CPD) effort is faced with various problems that do not only come from the teachers themselves but also from other factors such as policies. This study aimed to obtain information focused on 1) CPD planning to improve pedagogic competence of MAN teachers; 2) Organizing CPD to improve the pedagogic competence of MAN teachers; 3) Implementation of CPD to improve pedagogic competence of MAN teachers; 4) Evaluation of CPD to improve pedagogic competence of MAN teachers. This study used Terry & Rue's Management theory, and Spencer's Theory of Pedagogic Competence and Longman's theory of professionalism. This study used a qualitative approach with a case study method. The technique and instrument of data collection used triangulation method. The data sources used were triangulation of sources namely Head of Education Office, Principal of MAN, Teachers, and members of MGMP. Based on the results, 1) CPD planning has not been fully prepared by the madrasah and teachers. CPD planning is only planned when the teachers will arrange the administrative equipment for promotion, so that it cannot be used as an effort to improve the pedagogic competence of teachers. 2) Organizing CPD has been carried out through the CPD team organized by the madrasah, but in reality, the CPD Team has not been able to fully improve the pedagogic competence of teachers. Thus, the organization has not run effectively in accordance with the applicable guidelines regarding CPD. 3) The implementation of CPD is more directed at efforts to fulfill administrative tasks where teachers are still constrained in the preparation of innovation works, self-development activities and scientific publications; 4) CPD evaluation based on self-evaluation cannot be used as a basis for continuous improvement of CPD. CPD evaluation has not been considered as important for teachers in improving pedagogic competence. Thus, it can be concluded that the CPD to improve the pedagogic competence of MAN teachers has been implemented based on existing regulations and is running in accordance with the CPD program guidelines, but has not shown maximum efforts to improve the pedagogic competence of teachers.

The peculiarities of educational tendencies in the processes of development and training of future teachers of Ukrainian language and literature in higher education institutions, methods, techniques, and means of their successful implementation are revealed. The article analyzes the process of competence-oriented language training of language teachers as an integrated phenomenon. The purpose of the formation of the professional competence of the future teacher of the Ukrainian language and literature is highlighted. The focus is on the problems of forming the professional competence of the teacher, and the importance of the requirements for language teacher. The development of communicative competence in the set of language, speech, and socio-cultural competencies is analyzed, which aims to rethink the tasks, content, and technology of future teacher training and review the forms and methods of organizing the educational process in higher education. The tendencies of practical training of future teachers of Ukrainian language and literature and the necessity of introducing innovative programs, and educational practices in the educational process, which are relevant needs of modern society, are revealed.The article highlights current issues of training of the future teachers of Ukrainian language and Ukrainian literature in pedagogical institutions of higher education, and their role in the formation of the competence-oriented, intellectually creative personality. The multifaceted process of studying the problems of ontogenesis of professional competence of a language teacher is revealed and the problems of formation of speech culture and linguistic competence of students are substantiated as an indicator of their readiness for professional reflection, self-realization in the educational space.The purpose of the article is to reveal the main trends in the development of competence-oriented language education, ways to form a competent speaker; to teach theories of language, to develop the skills of literate oral and written speech, and the formation of skills in text creation in the training of future teachers of Ukrainian language and literature. Keywords: competent speaker; competence approach; development tendencies; competence-oriented education; competent teacher; modernization of educational environment; professional training; person-oriented studying; competency model.

У статті розкривається сутність та значення інклюзивного дизайну в освітньому процесі початкової школи як філософії, що передбачає створення універсального освітнього середовища, доступного для всіх учнів, незалежно від їхніх особливих освітніх потреб. Such an environment is accessible, comfortable and effective for all students, as much as possible regardless of their individual differences and special educational needs, including physical, sensory, cognitive and psychological aspects. The purpose of the study is to theoretically substantiate, develop and test the structural components of the content, forms and methods of training future primary school teachers, which will allow them to effectively implement inclusive design in their professional activities. Special attention is paid to the professional training of future primary school teachers as the main leaders of change. The key competencies and professional qualities necessary for teachers to effectively implement the principles of inclusive design in everyday practice are identified and described in detail. These include the ability to design universal curricula, adapt educational materials, use various assessment methods, and have team cooperation skills with specialists from inclusive resource centers. It is emphasized that the implementation of this philosophy is a key prerequisite for ensuring equal rights and opportunities in obtaining quality primary education. Key competencies and professional qualities necessary for future teachers to effectively implement the principles of inclusive design in practice have been identified. It has been established that training should be based on the integration of theoretical knowledge, practical skills, and the formation of an inclusive culture. The need to use innovative pedagogical technologies and a resource-oriented approach in the process of professional training has been clarified. The impact of training modules that include project activities and simulation exercises on the level of students' readiness to design a barrier-free educational space has been assessed. The structural components of the training content, which include psychological and pedagogical, methodological and special knowledge, are described. The model of forming the readiness of future primary school teachers to implement inclusive design, which ensures their adaptability and professional mobility, is considered. The need for close cooperation with inclusive resource centers and the involvement of practitioners in the field of inclusive education in the educational process is substantiated. The scientific novelty lies in the first theoretical substantiation of the principles, the development of an innovative model and the clarification of the content of inclusive competence of future primary school teachers, necessary for the effective implementation of the principles of inclusive design in educational practice. As a result of the study, the key competencies and professional qualities necessary for future teachers to effectively implement the principles of inclusive design in daily practice were identified and described in detail. It was established that effective training should be based on the integration of theoretical knowledge, practical skills and purposeful formation of an inclusive culture of future teachers. The need to use innovative pedagogical technologies, a resource-oriented approach and close cooperation with inclusive resource centers in the process of professional training was clarified. Based on these conclusions, the structural components of the training content were developed and characterized, which formed the basis of the model of forming the readiness of future primary school teachers to implement inclusive design. Keywords: inclusive design, professional training, inclusive educational environment, teacher competencies, primary education, educational needs.

School quality is inseparable from the role of teachers, supported by teacher well-being, competence, and commitment. For this reason, this research’s design is quantitative research, using ex-post-facto with a population of 456 teachers and 112 research samples. Instrument validation was performed through expert judgment and tested using the Rasch Model. Data were then collected through questionnaires distributed using a google form, and data analysis testing consisted of (1) instrument data analysis using the Rasch Model by testing person reliability, item reliability, and instrument bias testing; (2) the analysis of data results through prerequisite tests and hypothesis testing, utilizing multiple linear regression with SPSS. The results showcased that (1) there was a simultaneous positive and significant effect between teacher well-being, teacher competence, teacher commitment, and school quality of 0.000 <0.05. (2) There was a positive and significant effect of teacher well-being on school quality of 0.009 <0.05. (3) There was a positive and significant effect of teacher competence on school quality of 0.014 <0.05. (4) There was a positive and significant effect of teacher commitment on school quality of 0.000 <0.05. In addition, this study's findings imply that teacher competence and well-being had the most influence on school quality compared to teacher commitment. Second, 42.4% of school quality was influenced by the teacher's well-being, competence, and commitment. Based on these findings, increasing teacher commitment through strategic programs expected to improve schools' quality is necessary.

The purpose of the publication is to publish the results of a study that reveals how the intensity of the use of ICT in educational activities affects the formation of professional competencies of primary education teachers. With this in mind, the aim of the study is to establish the role of ICT in shaping the online competencies of primary school teachers, to study the content of the competency based approach and the participation of social media platforms and software applications. The object of this study is a complex of ICTs, which actively participates in the formation of competencies of teachers of primary education. The implementation of the objectives of the study requires a set of methods and theoretical analysis and synthesis, as well as methods of comparison, grouping and specification (determination of the research data on the formation of professional competencies of primary school teachers). The results of the research were obtained through the use of qualitative studies (standard focus groups) with subsequent analysis and report preparation. The results of the analysis are used to determine the content and interaction of key and professional competencies in the field of primary education and the high level of use of ICT tools. Almost 80% of students aged from 20 to24 used the use of Twitter, Telegram, Facebook in remote education during the academic year 2019/2020.The presented work concludes that the use of ICT, like social media platforms, software applications, software and messenger clouds, increases the level of online competence of teachers and expands the range of professional competencies. The constant modernization of educational content based on Twitter, Telegram, Facebook, etc. should be promising for the formation of key and professional competencies and strengthening motivation in the training of primary education teachers.

Early childhood education is the initial stage for developing the potential of children, who have unique characters. It requires treatment and educational strategies that suit their needs. Principals as leaders of early childhood education institutions need to ensure that teachers can carry out their duties professionally and are able to develop children's potential in all aspects of their development. The reality in the field shows that there are still various challenges in organizing kindergarten education, especially those related to the quality of the learning process. One important aspect that affects the quality of learning in kindergarten is the competence and professionalism of teachers. Faced with this fact, school principals can implement various strategies to develop teachers' pedagogical professionalism. Strategies to improve teachers' pedagogical competence must be integrated and sustainable. The purpose of this study is to analyze and describe the principal's strategy in developing kindergarten teachers' pedagogical professionalism. This research used a qualitative approach with a case study method. The research subjects were principals and teachers of TKIT Al-Qur'an At-Tartil in Sukabumi City. The results illustrate that principals make strategic efforts in developing teachers' pedagogical professionalism, starting from understanding the characteristics of students, mastering learning theories and principles, curriculum development, learning design, to implementing educational and dialogical learning. Principals carry out several strategies in developing teachers' pedagogical professionalism, including understanding the characteristics of learners, including physical, cognitive, social-emotional, moral, and spiritual aspects of early childhood, strengthening teachers' understanding of learning theories and principles in accordance with the characteristics of early childhood, as well as utilizing ICT, facilitating teachers in designing effective and enjoyable learning, starting from formulating goals, choosing strategies, methods, media, and learning resources that are in accordance with the characteristics of children.

The improvement of professional vocational education teachers in the context of lifelong education is a series of comprehensive systems that are continuously performed, both formally and informally. Life experience is the structure of teachers built on the perfect combination of cultural process of verbal skills, mastery of teaching materials and professional teacher's mastery of learning methods. The process of professional competences improvement is not a natural process that is routine, traditional and running independently. Instead, it is a process that requires strategic, clear, and actual planning in a structured system in order to achieve better education. In fact, dichotomous debate occurs with pros and cons, either professional competences improvement is a savior god in improving the quality of education, and on the other hand, criticism is also emerging. In general, the process of professional competences improvement is a fragmented activity, a coherent meeting that is decontextualized and isolated from real classroom situation. The approaches to know the professional competences improvement of vocational education teacher can be conducted with various patterns and models. This research aims to know the profile improvement of professional vocational education teachers who have knowledge of the culture. The method which is used is survey by descriptive research approach. The population of this research is vocational education teachers with expertise in the field of electric power which have possessed certification at SMKN (Vocational Education) in West Java. The finding of research shows that the improvement of professional vocational teacher's competences has not become an integral structure in the constellation of continuous professional development and the commitment on the improvement of professional vocational teacher's competences that include academic, personality, ethno- pedagogy, and self-efficacy competence should be developed in the context of local cultural substance strength.

Teacher competency in mastering competency standards and basic subjects taught, reflected in the personality of the teacher. This study aims to describe the teacher's competency, teacher professionalism, description of the quality of students and the influence of teacher competency on the quality of students, teacher professionalism on the quality of students and the influence of teacher competency and professionalism on the quality of students in upper tier schools in Sungai Tabuk Subdistrict Banjar Regency, South Kalimantan Province. This type of research is quantitative research that is processed by statistical methods. The sampling technique in this study uses census method techniques or saturated sampling or often called total sampling of 92 students. The results showed that the average score for the teacher competency variable (X1) was 4.46, indicating that the teacher's competence was quite good. Professionalism Teachers with an average score of question items range from 4.30 to 4.51 which indicates that teacher professionalism is good. In the overall analysis of variable items (Y), namely the quality of students with an average score of question items ranging from 3.86 to 4.43, this indicates that the quality of students is good enough. The results of regression analysis Partial t test between teacher competency (X1) on the quality of students (Y) yields the value of the regression coefficient (B) 0.333 and the probability value (p) 0.00 <0.05 thus partially it can be said that there are pengauuh significant between teacher competency towards the quality of students, while the value of R Square (r²) = 0.455 which means that the variation (change) in the quality of students' learning can be influenced by teacher professionalism 0.577% said there is a significant influence between teacher professionalism on the quality of students.

This research is motivated by the need to understand the strategies for improving the competence and professionalism of teachers at SMK Putra Pelita Tenjolaya. Teaching is a profession characterized by a certain level of professionalism. The purpose of this study is to identify strategies for enhancing teacher competence. The research employs a qualitative research method with a descriptive approach. Data collection is conducted through semi-structured interviews. The results of this study indicate that there are several ways to enhance the professionalism and competence of teachers. These include organizing continuous training and self-development programs. Additionally, teachers can collaborate with peers to enrich insights and understanding. The role of the school principal in enhancing teacher professionalism is also crucial as a form of support for the progress of teachers at SMK Putra Pelita Tenjolaya. Keywords: Utilization; Talent; Teacher; HR; Institutions.