Teacher Training Approaches Research Articles

ChatGPT-facilitated professional development: evidence from professional trainers’ learning achievements, self-worth, and self-confidence

ABSTRACT Professional trainers play an important role in helping new recruits adapt to the workplace. In general hospitals, training courses for clinical teachers still adopt the lecture method. Such a teacher training approach focuses on the way of delivering knowledge and skills, while the training for their teaching of case handling as well as their self-worth and self-confidence could be insufficient. In order to cope with this problem, the present study proposed a ChatGPT-based training mode (ChatGPT-TM) for professional development. To verify its effects, we conducted an experiment in a “Using ChatGPT in Case Teaching” course for clinical teachers in hospitals, and explored their learning achievement, self-worth, self-confidence, and learning perceptions using the ChatGPT training mode (ChatGPT-TM) and the conventional training mode (C-TM). The results showed that the ChatGPT-TM could effectively enhance clinical teachers’ learning achievement in case teaching, self-worth, and self-confidence in comparison with the C-TM. The main contribution of this study is that it revealed that ChatGPT could allow clinical teachers to carry out reflection, verify references, and integrate theory and practice, which improved their learning achievement, made them realize their self-worth, and increased their self-confidence in performing professional training tasks.

Exploring the Path of “Project Team Style” Faculty Development for Applied Undergraduate Programs

Applied undergraduate education plays a crucial role in higher education, serving as a key platform for nurturing innovative talents. However, the lack of practical and innovative skills among teachers in applied undergraduate programs, who primarily come directly from academic institutions, hinders the cultivation of students' abilities in these areas. This limitation also affects the professional growth of teachers. The Internet of Things engineering program at Guangdong Institute of Science and Technology has successfully implemented a 'project team type' teacher training approach over three years, yielding positive outcomes. By utilizing diversified integration within project teams, this model fosters collective team development. Such a model holds significant value in enhancing the quality of applied undergraduate faculty and driving the transformation and advancement of local undergraduate institutions.

The Impact of Using Collaborative Online International Learning during the Design of Maker Educational Practices by Pre-Service Teachers

The main purpose of this study is to measure the effect of COIL when implementing the maker methodological approach in teacher training in relation to motivation and the technology acceptance level. The sample consisted of 44 primary education pre-service teachers from the University of The Basque Country (UPV/EHU). The motivation level was measured using a post survey that included the Reduced Instructional Materials Motivation Survey (RIMMS) and the perception in relation to the acceptance of the technology using items from the Technology Acceptance Model (TAM). Quantitative data were collected at the end of the training to analyse the differences among the two groups, the EHU control group and the EHU-COIL experimental group. Results show that the EHU-COIL experimental group showed higher levels of motivation and technology acceptance in all of the subscales compared to the EHU control group after completion of the experience of being trained on maker education and designing collaboratively sustainable maker educational teaching and learning plans. The differences were particularly significant in the perceived usefulness subscale. In light of these findings, it seems that participation in COIL in teacher training adds value to maker-based educational practices.

Teacher training in intercultural bilingual education in Guatemala: a tool for critical decolonization?

This article offers a critical appraisal of the status of intercultural bilingual education in Guatemala, known as Educación Bilingüe Intercultural (EBI). The new national project of 1985 provided hope that Guatemalan socio-cultural diversity would finally be accepted, fostering the creation of a multicultural and multi-linguistic state. In the education sector, the proposal for a renovated curriculum that included a new EBI model represented the possibility of moving away from an assimilationist and colonial EBI and towards interculturalism. However, little has been done in practice to include indigeneity in mainstream culture and education. A gap persists between the rhetoric of what EBI should represent and what is done in the classroom. In this context, the article explores the role of EBI teacher training programmes and the influence these can have on how EBI is intended and implemented. A small-scale qualitative study analysed how EBI is understood among stakeholders, the impact teachers and their training have on EBI, and EBI’s potential role for social transformation. The study acknowledged long-standing challenges impeding the EBI from encouraging social change and transformative interculturalism. However, it has also revealed the beginning of alternative EBI teacher training approaches that foster curriculum decolonization and respect for different identities.

Gaining insights from the bottom-up approach for teacher training needs- case study for school disengagement

Gaining insights from the bottom-up approach for teacher training needs- case study for school disengagement

Gaining insights from the bottom-up approach for teacher training needs: case study for school disengagement

Gaining insights from the bottom-up approach for teacher training needs: case study for school disengagement

Continuous Professional Development and Teachers Improved Pedagogical Skills in Secondary Schools in Gulu City

Teachers require improved pedagogical skills and quality for teaching in schools. Continuous Professional Development (CPD) training allows teachers to think more deeply about issues that might come up in the classroom and how they can be resolved. CPD ensures all school staff have the knowledge and skills to support students and help them with their day-to-day roles. Dedicating time to CPD is vital to ensure every staff member learns and grows within their role. The objective of the study is to determine whether Continuous Professional Development improve teachers’ Pedagogical skills in teaching. The study used a cross-sectional survey design. Both qualitative and quantitative research paradigms were used to collect and present data from 14 schools. 14 Headteachers, 14 Deputy Headteachers, 14 Directors of Studies and (336) Teachers were targeted. Data was analysed using Statistical Package for Social Sciences (SPSS) version 18.0 for both inferential and descriptive statistics. The findings revealed that 90% of the teachers agreed that Continuous Professional Development is a teacher training approach that aims at improving teachers’ pedagogical skills in secondary schools. The study concludes that continuous professional development is a vehicle for administrators’ and teachers’ improvement; it helps teachers enhance and acquire new ideas and skills and build confidence and competencies in teaching in secondary schools. It is recommended that CPD requires some restructuring of teachers’ work in schools to support new learning opportunities. School administrators need to develop policies and practices that provide necessary resources such as time, facilities, tools, and incentives

Integrating the Maker pedagogical approach in teacher training: the acceptance level and motivational attitudes

AbstractIn recent years, Maker Education has gained popularity in formal education, but the perceptions of pre-service teachers after participating in a maker training program at a university-based makerspace remain to be explored. The purpose of this study is to analyze the acceptance level and the degree of motivation of pre-service teachers towards the maker educational approach. The research assesses attention, relevance, confidence and satisfaction according to Keller's motivational model, as well as the acceptance of the maker approach using the Technology Acceptance Model (TAM). The study focuses on Early Childhood Education pre-service teachers from UPV/EHU (University of the Basque Country) who have been involved in designing teaching and learning plans based on Maker Education. The results show a strong motivation among the pre-service teachers in terms of attention, relevance, confidence and satisfaction towards the maker approach. The study also highlights a high level of technology acceptance. These findings underline the positive impact of maker-based learning methods and suggest that greater motivation correlates with the positive attitudes towards integrating this pedagogy in the future. In light of these findings, integrating innovative maker pedagogy into teacher training appears to be beneficial, as the high levels of acceptance and motivation indicate its potential to equip students with essential twenty-first century skills.

Requirements for Teacher Capacity and Teacher Training in OECD Countries

Changes in the socio-economic context and scientific and technological advances since the second half of the 20th century have fundamentally changed the educational context and environment. In that context, there have been many changes in teacher training approaches, models and programs in countries around the world. Following the UNESCO Recommendation (1966) on the Status of Teachers, which considers teaching to be a profession, the movement to professionalizion of teaching and to teacher training has taken place in many countries. Until the beginning of the 21st century, many OECD countries have introduced competency requirements to equip teachers and made changes in teacher training. Based on the literature review, the article analyzes and clarifies requirements for teachers and teacher training in OECD countries

Physical education teaching in Italian primary school: theoretical lines and operational proposals

Background and Study aim. For the new reform to be applied in the best possible way, it is a priority and useful to promote the development of knowledge on the organization and methods of teaching/learning in physical education in primary school. This study aims to search for a new didactic organizational model for physical education in primary school, starting from the theoretical lines, showing the contrasts of the significant aspects and the uniqueness of heuristic learning, with a consequent theoretical and argumentative elaboration of operational proposals.
 Material and Methods. For this purpose, an accurate survey of the scientific literature has been analyzed, highlighting the critical issues that characterized the various proposals and attempt to implement physical activity and sports education courses in primary school over the years, up to the recent legislative innovation.
 Results. The path of the definition of physical education in primary school was marked by stages that did not always enhance the educational and training dimension of the motor and sports experience, making the school discipline assume a marginal and optional role in the face of an extracurricular practice characterized by a widespread organization and more capable of intercepting and responding to the physical exercise and sport needs of society. This complex situation has only generated confusion without solving the problem of the absence of physical and sporting activity in the 5-10 age group, as required by the World Health Organization and the European Union, by adequately and uniquely qualified teachers. It is now useful to promote the development of knowledge on the didactic organization of the primary school, on the different teaching/learning methods in physical education, to contextualize the scope of the new legal provision to the current legal framework
 Conclusions. The study highlights the value of a new approach in teacher training that aims to ensure the acquisition of key competence, according to the Recommendation of the European Parliament. This perspective can be easily realized by using a core curriculum uniformly applied at the national level.

Trajectories of Curriculum Change in Initial Primary Teacher Education in Zambia

This chapter reviews trends in primary teacher education for the last five decades in Zambia. Since independence, Zambia has undertaken the following curriculum reforms in primary teacher education; the Zambia Primary Course(ZPC), The Zambia Basic Education Course(ZBEC), The Field Based Teacher Training Approach(FIBATTA) which was discontinued hardly three months of trial, The Zambia Teacher Education Reform Programme(ZATERP) piloted in three colleges of education, The Zambia Teacher Education Course(ZATEC-one year college based and one year school-based);the Zambia Teacher Education Course(ZATEC-two year residential course) and the current three year Diploma Primary Teacher Education Programme. The Ministry of Education upgraded all primary colleges of education to Diploma status and affiliated them to the University of Zambia. For a couple of years, the Ministry of Education back peddled and attached all Colleges of Education to the Examinations Council of Zambia (ECZ), a decision that was roundly condemned as a departure from the SADC protocol on education. Meanwhile, Colleges of Education which were under ECZ have now reverted to the University of Zambia with respect to quality assurance and programme supervision.

A Collaborative Teacher Training Approach in Different Cultures in the Era of Technology

A Collaborative Teacher Training Approach in Different Cultures in the Era of Technology

The Readiness of Geography Teacher Trainees in Gamification Approach

This study aims to examine the use of the gamification approach in teacher training and learning sessions. The three main variables that are the focus of the study are gamification knowledge, gamification skills, and the use of gamification among Geography trainee teachers at the Universiti Pendidikan Sultan Idris. Survey methods involving questionnaires were used in this study. The study's sample consisted of 86 trainee teachers from sixth and seventh semester students in the Geography Bachelor of Education programme. The study sample was taken using a simple random sampling technique. This study focusses on examining the level of gamification knowledge, gamification skills, and use of gamification among Geography trainee teachers. Furthermore, the study was designed to examine each variable's differences according to gender and finally to analyse each study variable's relationship. This study used descriptive statistical analysis (frequency, mean, standard deviation, and percentage) and inferential analysis Pearson correlation. Findings show that the level of knowledge of the gamification approach is high (M = 4.08, SD = 0.46). The skill level is also high (M = 4.13, SD = 0.47) as well as the level of use (M = 3.82, SD = 0.84). Pearson correlation analysis showed a moderate positive correlation between knowledge and gamification approach skills (r = 0.385, p = 0.000, p <0.01). Next, the correlation results showed a moderate positive correlation between use and gamification approach knowledge (r = 0.329, p = 0.002, p <0.01) while there was a strong positive correlation between use and gamification approach skills (r = 0.670, p = 0.000, p < 0.01). In conclusion, this study shows that trainee teachers often use the gamification approach during teaching and learning (T&L). The study's implications show that teachers' gamification approach needs to be implemented in line with 21st-century learning goals.

Students’ perception toward the plan of tefl module designinfg for college students based on the teacher training

This research was done to find out Students’ Perception toward the Plan of TEFL Module Designing Based on Teacher Training. The result of this research will be put into background of the next research in developing TEFL module based on the teacher training approach. A research method applied in this research was survey research. It was held at Islamic State of Institute (IAIN) Bone, Indonesia, in academic year 2017/2018. The samples of this research were 50 English study program students who have been taught TEFL material. The research data were collected through questionnaire and interview. All the samples of this research were involved to respond the questionnaire, and there were only 10 students who involved in follow-up the interview. The results of this research revealed that the mean score of students’ perception was 45.18. Based on the mean scores and interview data, it showed that the students had very high perception toward the Plan of TEFL module designing based on the teacher training.

Action research on pre-service elementary teachers’ understandings of the scientific method and the use of evidence in a science and technology teaching course

ABSTRACT Our past experiences in science teacher education inferred that using scientific practices in science teaching courses and supporting pre-service teachers’ efforts to integrate these into their teaching allow them to gain confidence in analysing and interpreting empirical data. However, those efforts sometimes do not provide sufficient help for pre-service science teachers and they may struggle to understand science as well as the significance of evidence in science learning and teaching practices. Thus, this action research study examined a novel teacher training approach that focuses on improving pre-service teachers’ understanding of science and their ability to integrate evidence into their teaching practices. We worked with 75 pre-service teachers in a science and technology teaching course at the elementary teaching program of a private university in Turkey. Teaching of scientific practices was modelled in terms of the Benzene Ring Heuristic and the model-evidence link (MEL) discussions were included in the training model to be able to teach how to discuss evidence in scientific fields. Our study data was subsequently gathered from various sources, including pre-service teachers’ posters, video recordings of reflection sections that occurred before and after the implementation of the posters, and individual interviews. Analyses of the results suggested that the heuristic and MEL discussions helped pre-service teachers to achieve a systematic and holistic understanding of the scientific method. However, some pre-service teachers still misunderstood the scientific process even after the heuristic’s and MEL discussions’ implementation. Despite an increased emphasis on the qualities that defined scientific evidence, some teachers also still had difficulty understanding applying the principles of scientific evidence in their own work. Based on these findings, we argued that current scholarly understandings of science teacher training may be insufficient to some extent, and that educational institutions should make efforts to direct some resources to this problem.

Improving Inclusive (Teacher) Education in Iraq – A Multiplier System Approach in Teacher Training to Enhance Inclusive Education

After several wars and the conflict with the terrorist group ISIS, it is one of the most challenging tasks in Iraq to reconstruct the educational sector. Following the goals of the Convention on the Rights of Persons with Disabilities, German Scientists were supporting five Iraqi universities to implement inclusive teacher education to their academic offer. The support was realized using a multiplier approach with the aim of preparing the multipliers by expanding their knowledge in the areas of special needs and inclusive education, enabling the acquisition of skills in dealing with inclusion and to reflect on the necessary attitudes.

Revisiting reflection in pre-service teacher training: let’s rethink through a practicum in Spain

ABSTRACT This article presents the findings of research in which a practicum programme based on a reflective and research-based teacher training approach has been designed, implemented, and evaluated. The purpose is to analyse the educational design and its ability to facilitate teacher training based on active and reflective learning. Methodologically, the research has the format of an evaluative case study. The data come from interviews, observations, and document analysis. The analysis reveals some key aspects, which explain the effectiveness of the proposal: ‘pedagogical concerns’ as activators of reflection, the complementarity of various reflective strategies, dialogical relationships, and the balance between planning and flexibility. The relevance of our work relates to the need to review the practical training of pre-service teachers in Spain, updating the principles towards reflective professionals and also to facilitate professional practice informed by research.

The Effectiveness of Using Teaching English for Young Learner (TEYL) Module for Pre-service Teacher Based on Teacher Training Approach

Teaching English for young learner by the pre-service teacher of PGMI Study Program at IAIN Bone have its challenge. One of the challenges faced by teachers is the use of learning modules that are appropriate and in accordance with the needs of students. This research is focused on the effectiveness of teaching English for Young learner (TEYL) Module based on teacher training approach. The research applied quantitative research by using rubric of students’ achievement in collecting data. The subject in this research is 25 students in PGMI Study Program. In evaluating the students’ achievement, the researchers use semantic differential scales. The result of the research shows that the students score that categorized good; (82.42).It mean that using the TEYL module is satisfying to be implemented in the class. Therefore,It can stated that the module is effective to use in teaching English for Young Learner (TEYL) in PGMI Study Program IAIN Bone.

A Proposal of In-Service Teacher Training Approach for Computer Science Teachers

&lt;p style="text-align:justify"&gt;Recently, there has been growing interest among practitioners and scientists in teaching children computer programming languages. The international efforts to raise generations who produce technologies are supported at the national level in Turkey too. Programming language education is included beginning from secondary school curricula of computer science education. However, it can be mentioned that up-to-date methodological and pedagogical requirements of the courses are not adequately researched. Therefore, the primary aim of the study is to share innovative methods regarding programming education processes with middle school computer science teachers. This paper presents the details of a project conducted to design an in-service training model for computer science teachers and funded by the Scientific and Technological Research Council of Turkey (TUBITAK) with the project number of 116B298. During the training period, up-to-date methodology and technologies were presented in workshops with an integrated approach. At the end of the courses, the participants’ development and the efficiency of the activities were investigated based on the analyses of qualitative and quantitative data and positive results about the content of proposed in-service teacher training methodology were yielded.&lt;/p&gt;

Comparing effects of a TPSR training program on prospective physical education teachers’ social goals, discipline and autonomy strategies in Spain, Chile and Costa Rica

ABSTRACTBackground: Conflict prevention, respect, tolerance and acceptance of others should be basic outcomes in any educational context. Physical Education (PE) has the potential to be one of the curricular subjects that could help students meet these goals. However, teachers need to use appropriate instructional approaches like Teaching for Personal and Social Responsibility (TPSR).Purpose: The objectives of this study were two: (1) to compare the impact of TPSR training on social goals, discipline strategies and autonomy support of future PE teachers from Spain, Chile and Costa Rica; and (2) to assess participants’ perceptions of their country's social, cultural and curricular aspects that may influence TPSR implementation.Participants and settings: 156 prospective PE teachers (48 from Spain, 54 from Chile and 54 from Costa Rica), with an average age of 21.41 ± 2.57 years, agreed to participate. 88 (54%) were males, while 75 (46%) were female. They were enrolled in teacher training programs in three different universities located in three different countries: (i) Faculty of Education of the University of Burgos (Spain); (ii) Nursery School of the University of Valparaiso (Chile) and (iii) School of Physical Education and Sports of San José (Costa Rica). All students experienced the same TPSR intervention program, conducted by the same university teacher.Research design: This study followed a quasi-experimental, pre-test/post-test non-equivalent research design with mixed methods.Data collection: Three validated questionnaires were used to obtain quantitative information from the participants before and after the training program. Qualitative information was obtained from three discussion groups conducted with the participating students (one from each country).Data analysis: Statistical analysis of quantitative data was conducted with the statistical package SPSS (version 22.0), while content analysis and constant comparison were used to assess qualitative data.Findings: The prospective PE teachers from the three countries held different views of the effects of the TPSR program on social goals, discipline strategies and autonomy support, and they were based on socio-cultural considerations of the subject (PE), the teachers’ academic training and their professional identity as teachers on each country. Spanish and Costa Rican PE teachers demonstrated a significant positive change in their perspectives on discipline strategies, and Chilean PE teachers demonstrated a significant positive change in their perception of social goals after experiencing a TPSR intervention.Conclusion: If cultural context is considered, TPSR can be an effective teacher training approach related to discipline strategies, social goals and autonomy support in PE.