Competence Of Teachers Research Articles

디자인 씽킹 기반 메이커 교육프로그램이 초등 예비교사의 감성지능과 메이커 역량에 미치는 효과 - ‘생활용품 개선 프로젝트’ 중심으로

The purpose of this study was to verify the effects of a design thinking-based maker education program on the emotional intelligence and maker competency of pre-service elementary school teachers. The study was conducted in two phases: developing the program and evaluating its effects through implementation. Program development proceeded in three stages: preparation, development, and improvement. The effects of the program were assessed by using a one-group pretest-posttest design, targeting 23 pre-service elementary school teachers in their senior year to analyze its impact on their emotional intelligence and maker competency. The results of the study were as follows. First, the design thinking-based maker education program was developed as a 15-session curriculum for pre-service elementary school teachers, focusing on the ‘Everyday Items Improvement Project’ theme. Second, the program was organized into eight stages: tinkering, empathizing, defining, ideating, prototyping, sharing and testing, improving, and maker faire. Third, the program was developed to reflect the unique characteristics of both design thinking and maker education, enhancing their complementarity and practical application. It was also designed to realize maker education, where students independently plan what they want to create, and determine and effectively utilize the tools and materials needed to produce their desired outcomes. Fourth, the program substantially improved the emotional intelligence of pre-service elementary school teachers, demonstrating significant effects across all the sub-factors of emotional intelligence. Fifth, the program proved effective in enhancing the maker competency of pre-service elementary school teachers, showing significant effects on all the sub-factors of maker competency.

The Problem of Integrating Pancasila Student Profile with Islamic Religious Education Material Through the Implementation of Content Differentiation Learning in Elementary School

This study aims to describe the problem of integrating Pancasila student profile with Islamic Religious Education materials through the implementation of content differentiation learning in elementary school. This research employs a qualitative approach with a case study design. The subjects include teachers, principals, and students from several elementary schools in the research area, while the object of study is the implementation of content differentiation in PAI learning. Data were collected through in-depth interviews, observations, and document analysis. Data analysis was conducted interactively through data reduction, data presentation, and conclusion drawing. Data validity was ensured using source and method triangulation. This study found that integrating the Pancasila Student Profile with Islamic Religious Education (PAI) materials through content differentiation is hindered by limited teacher understanding, lack of planning time, and insufficient resources. The causes include low teacher competence, an unsupportive curriculum, and weak collaboration. Recommended solutions include teacher training, curriculum development, and strengthening stakeholder collaboration.The conclusion highlights the importance of improving teacher competence through continuous professional development, creating practical guidelines for content differentiation, and fostering collaboration among stakeholders to provide adequate resources. The study recommends intensive training for teachers and the development of a curriculum that supports the implementation of content differentiation, aiming to shape students' character in alignment with the values of the Profile of Pancasila Student.

조기영어교육 연구동향 분석: 2000~2024년 국내 학술지 논문을 중심으로

The purpose of this study is to analyze research trends in early childhood English education and to explore future research directions. To achieve this, 221 domestic academic journal articles, published between 2000 and 2024 were analyzed through the Research Information Sharing Service(RISS) based on five criteria: period, target group, methodology, topic, and the researcher’s field of expertise. Freguency and percentages were calculated for each criterion. The findings are as follows: First, research on early childhood English education has been consistently conducted from 2000 to July 2024, with the highest number of studies published between 2009 and 2017. Second, regarding target groups, most studies focused on children, followed by educator, general material subjects, Caregiver, other subjects, and digital educational media. Third, in terms of methodology, quantitative research was the most common followed by mixed-methods research, qualitative research, literature reviews, and other approaches. Fourth, concerning topics, studies on the current status and perceptions were the most frequent, followed by research on English education assessment, teaching and learning methods, teacher competence, English acquisition and related variables, and curriculum improvement. Fifth, analysis based on the researcher’s fields of expertise showed that research on early childhood English education was conducted more frequently in the field of early childhood education than English education. An examination of research topics by academic fields revealed that studies in the field of early childhood education primarily focused on the current status and perceptions, while studies in the field of English education mainly addressed teaching and learning methods and English education assessment. It is anticipated that these results will provide foundational data for future research in this field.

미술교과 인공지능 역량 함양을 위한 예비교사 교육과정 개발

With the advent of artificial intelligence (AI), AI proficiency has become vital for teachers and learners in educational settings. Although preservice teachers acknowledge AI’s educational potential, they also express concerns regarding the technical challenges and integration of AI in teaching. In response, the Ministry of Education has mandated curriculum revisions in national universities to enhance AI and digital textbook competencies among preservice teachers. This study proposes to develop a program within university curricula aimed at developing the AI competencies of preservice teachers in the field of art education. Leveraging the curriculum of G National University of Education, elements from the Ministry’s “2024 Teacher Qualification Examination Practical Handbook” were incorporated into the Art Education I and II courses. Based on “AI·Digital Competency Structure for Art Teachers,” Art Education I—a required course for sophomores—integrates AI and digital competencies in 8 of its 15 sessions. The targeted sub-competencies include basic AI knowledge, digital device use, understanding social and educa tional implications, problem-solving, digital etiquette, protection of personal information and copyright, and evaluation of digital information in art.

FEATURES OF ORGANIZING INCLUSIVE EDUCATION IN PRIMARY SCHOOL IN THE CONDITIONS OF NUS

The article provides a theoretical analysis of the problem of organizing inclusive education for children with special educational needs (SEN) who study in primary school in the conditions of the New Ukrainian School (NUS). The basic laws that ensure the inclusion of children SEN in the educational process in the conditions of a general secondary education institution, considering their characteristics and individual needs, are analyzed. It is noted that one of the obstacles to the full inclusion of a child in the educational process is the insufficient level of development of the necessary competencies of primary education teachers in the field of inclusion, namely: incomplete, unsystematized ideas about the peculiarities of the psychophysical development of children with special educational needs; insufficient mastery of psychological methods and techniques of pedagogical communication with such children; lack of formed skills and abilities in selecting methods and techniques of working with children with special educational needs; imperfection of the tools that ensure the effectiveness of inclusive education; knowledge about ensuring the comfort and adaptation of the child to school. The main stages of organizing an inclusive educational environment in a general secondary education institution are identified. They includes four stages: motivation (the child's desire to study in a specific general secondary education institution), organization (actions of the head of the general secondary education institution), psychological and pedagogical support (creation of a team of psychological and pedagogical support) and implementation (creation of an inclusive educational environment, selection of methods and techniques for implementing inclusive education). The information presented in the article will help in the process of designing a high-quality and comfortable educational process for children with special educational needs in primary school in the conditions of the NUS.

A study on the competency of pre-service teachers to develop mathematics-centered STEAM instructional materials

A study on the competency of pre-service teachers to develop mathematics-centered STEAM instructional materials

유아-교사 관계 증진 훈련(CTRT)을 적용한 유아-교사 상호작용 중심 놀이지원역량 프로그램의 효과성 연구

The purpose of this study is to develop a child-teacher play interaction program to enhance the play-supporting competence of early childhood teachers and to examine its effects on teacher-child interaction, teaching efficacy, and ego resilience. The participants were 27 classroom teachers and 27 children in their classes from 4 kindergartens in Daegu. Among 27 teachers, 13 teachers and their classes’ 13 children were selected as the experimental group, and 14 teachers and their classes’ 14 children were selected as the control group. Research instruments include teacher-child interaction, teaching efficacy, and ego resilience. Teachers in the experimental group participated in the program, consisting of 10 sessions 10 sessions held once a week. Data were analyzed using the SPSS 21.0 program, and effectiveness was examined through covariate analysis(ranked ANCOVA). The results of the teacher training program are as follows. First, this program is found to increase positive interactions between teachers and children. Second, teaching efficacy is found to be increased by this program. Finally, the teacher training program is also found to increase teachers ego resilience as well. The results of this study demonstrate the effectiveness of a play-supporting competency program in improving teacher’s interactions, teaching efficacy, and ego resilience.

인공지능 융합교육 역량 강화를 위한 예비 가정과 교사 대상 교육 프로그램의 개발과 실행

This study aims to systematically develop and analyze the effectiveness of an educational program designed to enhance AI-integrated education competencies of pre-service home economics teachers. Based on a thorough review of relevant literature and the ADDIE model, a 12-session educational program was developed. The program included detailed lesson plans, instructional PowerPoint slides, and student activity materials, all validated by 12 experts specializing in home economics and AI-integrated education. To assess the program's effectiveness, it was implemented over four weeks with 24 pre-service home economics teachers pursuing teacher certification. Pre- and post-program evaluations of AI-integrated education competencies, along with satisfaction surveys, were conducted. The results showed significant improvements across all domains, including AI-integrated education literacy, application, and values. Additionally, the program received a high satisfaction rating, with an average score of 4.78 out of 5. This study is significant as it incorporates the unique characteristics of the home economics discipline in developing AI-integrated education for pre-service teachers. It is expected to serve as a foundational resource for fostering AI-integrated education in home economics as these pre-service teachers transition into their teaching careers.

Teacher pedagogical competence in the implementation of the independent curriculum in The Pilot State Kindergarten of South OKU District

Background: This research aims to describe in depth the pedagogical competence of teachers in implementing the independent curriculum. This research is qualitative research with a descriptive approach, in this case observing the pedagogical competence of teachers in implementing the independent curriculum in the Pilot State Kindergarten, South OKU Regency.Aim: This approach aims to provide a comprehensive overview of teachers' pedagogical competence in implementing the independent curriculum in the Pilot State Kindergarten, South OKU Regency.Method: This research uses observation, interview and documentation data collection techniques. Meanwhile, the data analysis technique in this research uses three stages according to Miles and Huberman, in the form of data reduction, data presentation, drawing conclusions.Results: This can be seen from several indicators such as mastery of students' character, educational learning, curriculum development, development of students' potential, communication with students, as well as assessment and evaluation. However, there are some teachers who have not fully mastered the pedagogical competency indicators. In implementing the independent curriculum, learning is divided into three main activities, namely opening, core and closing, which must be integrated into one learning series.Conclusion: The results of this research indicate that the pedagogical competence of teachers in implementing the independent curriculum in the Pilot State Kindergarten in OKU Selalan Regency is in the good category.

Analysis of Teacher Readiness to Implement Bioinformatics to Biology Learning in Senior High School

This study aimed to analyze teachers' readiness in applying bioinformatics to biology learning in senior high schools. Bioinformatics is a combination of computer science, statistics, and biology to analyze and interpret complex biological data. The application of bioinformatics into learning can foster students' realization of the real-life commitment of bioinformatics, enhance their understanding, and expand their curiosity about bioinformatics. The application of bioinformatics into biology learning needs to be supported by teacher readiness in terms of understanding, skills and factors that influence teacher readiness in applying bioinformatics. This research used a case study method with a qualitative descriptive approach to analyze the readiness of biology teachers from several senior high schools in Banten province in implementing bioinformatics into biology learning. The results of this study show that most teachers understand and realize the importance of bioinformatics in learning, on the other hand some teachers also feel not fully confident and able to apply bioinformatics into learning effectively. Although most teachers have adequate access to technology, teachers are not familiar with bioinformatics concepts and software such as BLAST and NCBI. Therefore, to fulfill the aspect of teachers' understanding and skills in applying bioinformatics to learning, focused training is needed that discusses the basic concepts of bioinformatics, the use of bioinformatics software, and its application in learning to improve teacher competence and create interactive and relevant biology learning.

Teachers Competencies for Pedagogical Practice in Special and Inclusive Education Towards the Development of TPACK Framework

Abstract: This study aimed to determine the profiles and competency levels of Special Education Teachers (SpEdT) and Receiving Teachers (ReT) in applying the TPACK framework to facilitate learning in an inclusive setting. It assessed the components of the TPACK framework that required improvement based on the teachers' competencies and examined the significant relationship between the teachers' profiles and their competency in applying the TPACK framework. The findings served as the basis for a teacher development plan for the 2024–2025 school year in selected public schools in the Tri-City area of Metro Cebu that offered Special and Inclusive Education (SIE) programs. The study employed varied research designs, including cross-sectional, correlational, and descriptive correlation approaches. The collected data were analyzed using frequency, weighted mean, and Chi-square tests. The research found that most respondents were female, aged 44 to 53, married, and pursuing a master’s degree, with 13 to 18 years of experience in managing 11 to 20 learners, primarily those with intellectual disabilities, autism spectrum disorders, or orthopedic disabilities, in self-contained classrooms. While all TPACK components were rated as "Competent," only Pedagogical Knowledge (PK) was rated as "Highly Competent," whereas Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK) received lower scores. The study found no significant relationship between most profile factors and TPACK competencies. However, the sex of the teachers was significantly related to their Content Knowledge (CK) competency, while Pedagogical Content Knowledge (PCK) and Technological Pedagogical Knowledge (TPK) were significantly related to civil status. Additionally, the type of class assignment had a significant relationship with CK competency. Overall, SpEdT and ReT teachers were considered competent in applying the TPACK framework for inclusive education. The study recommended implementing a development plan that included professional development, partnerships, and ongoing competency monitoring

The Pedagogical Competencies of Multi-Grade Teachers: A Literature Review

According to Anya (2013), multi-grade teaching may be defined as a process of teaching in which a single teacher teaches more than one grade at the same time and condition. The multi-grade approach can be analyzed with small-grade teaching, where an instructor is in charge of only a single grade in a multi-grade teaching order, which is arranged level-wise. The major aim of the study was to provide an understanding of Multi-Grade teaching. The major objectives of the current literature review were to provide the historical perspective of multi-grade teaching, to highlight the competencies of Multi-Grade school teachers, and to highlight the importance of multi-grade teaching with the consequence of the literature review. According to Siddiqi (2012), the aims of education are applied by instructors, and teaching design is a way to change this method and practice from instructor to learners. On the basis of the review, it was concluded (Moeini et al., 2016) that most elementary schools have almost one or two teachers who manage five classes at a time, which shows the pedagogical and professional competency of the teachers. It was further recommended that Due to the pedagogical competencies of teachers, the task is not difficult, but there is a need for regular training with incentives for the teachers to motivate them for such type of professional attitude.

The instructional and learning quality: The effect of four teacher competencies

Teacher competence is directly proportional to student learning quality. The purpose of this study was to prove whether teacher competence positively impacts the quality of learning. The study was conducted on 127 state madrasah teachers in Malang Regency and Batu City. Data was collected using a questionnaire via Google Form with a semantic differential scale (1-10). The instrument was developed in accordance with the teacher competence law and has met the quality requirements of content testing by experts and obtained empirical evidence in the SEM analysis with CFI (Comparative Fit Index) results, 0.926, RMSEA 0.110, CI (Confidence interval) 0.0937-0.126, and Reliability 0,95. The test of the influence of teacher competence on the quality of learning was carried out using linear regression analysis. The results of the data analysis obtained in the study showed a positive influence of teacher competence on the quality of learning by 90.8%. The results of measurements with the instrument used by the researcher can be a reference in measuring teacher competence;; the better the teacher's competence is, the more directly proportional it is to the quality of learning.

Teacher readiness and institutional support in raudatul atfal: descriptive analysis of independent curriculum implementation

Background: The Independent Curriculum is a transformative initiative in the Indonesian education system, emphasizing flexibility, contextual teaching, and holistic child development. However, its implementation is a challenge for PAUD teachers, especially in Raudatul Lembaga Atfal (RA). To effectively address these challenges, a comprehensive understanding of teacher readiness and institutional support is needed.Objective: This study aims to analyze the readiness of RA teachers and institutional factors that support the implementation of the Independent Curriculum in Tangerang Regency, Indonesia. This study identifies key gaps in teacher competency and systemic drivers that are important for improving curriculum implementation.Methods: This study used a descriptive research design and involved 103 RA teachers from various locations. Data were collected through structured surveys and semi-structured interviews, focusing on various dimensions of teacher readiness, such as pedagogical competence, curriculum knowledge, technology proficiency, and adaptive capacity.Results: The findings highlight strong pedagogical skills but also reveal significant curriculum knowledge and technology gaps, especially in rural areas. The study's novelty lies in its integration of teacher readiness and institutional support, offering fresh insights into improving curriculum implementation.Conclusion: This study fills a research gap by examining individual and institutional factors influencing PAUD teacher readiness. Theoretically, it integrates readiness with institutional support, enhancing educational frameworks. Practically, it provides strategies for policymakers and leaders to improve PAUD through robust support systems

Modernizing Learning Media: Educational Content Design Training Using the Canva and Flipbook Platforms

The development of digital technology has brought significant transformation in the world of education, requiring teachers to improve their abilities in innovative learning methods. This research focuses on training in using the Canva and Flipbook applications as tools in developing digital learning media. Initial observations show that many teachers still use conventional media due to limited time and knowledge in design. Through a workshop held on October 5 2024, 54 participants from various educational institutions were trained to develop digital educational content. The results of the training show an increase in teacher competence in using Canva's advanced features and techniques for creating digital interactive books using Flipbook. Participants successfully integrated multimedia elements into learning, creating a more interesting and interactive learning experience. This workshop also builds professional networks between students and teachers, and increases teacher motivation to continue developing their digital competencies. In conclusion, this activity succeeded in improving the quality of the teaching and learning process through more effective use of digital technology.

A systematic review on measurement instruments of digital competencies of university teachers in English Teaching majors

The research presents a systematic review of measurement instruments for assessing digital competencies among university teachers in English teaching majors in Costa Rica. The study aimed to analyze the digital competencies of educators across various models and regions, identifying the most common competences and categorizing them into distinct dimensions. Data were gathered using a systematic bibliographic review methodology, and relevant literature was analyzed qualitatively. The findings reveal key elements contributing to an ideal measurement instrument, highlighting essential competencies university teachers should possess to effectively integrate digital tools into their teaching practices. This review sheds light on the current state of digital competence among educators and serves as a foundation for developing robust assessment tools tailored to the specific needs of English teaching professionals in Costa Rica. By delineating the critical dimensions of digital competencies, this research provides valuable insights for educational institutions aiming to enhance the digital proficiency of their teaching staff.

TRAINING A MODERN MATHEMATICS TEACHER: THE EXPERIENCE OF THE YURY FEDKOVYCH CHERNIVTSY NATIONAL UNIVERSITY

The article analyzes research on the issues of readiness of a modern mathematics teacher; the advantages of using innovative technologies over traditional ones by a teacher are presented. The purpose of the article is to substantiate the feasibility of training future mathematics teachers by introducing innovative technologies into the educational process of a higher education institution. Research methods include theoretical – analysis, synthesis, comparison, study of best practices and empirical – pedagogical experiment, expert assessment, testing, questionnaires. It is proven that the main function of innovative technologies is the direct inclusion of students in life itself and the implementation of the doctrine of “lifelong learning”. It is determined that the use of innovations and the application of pedagogical innovative technologies in work is one of the components of the innovative competence of a mathematics teacher. The features of the formation of the readiness of future mathematics teachers for innovative pedagogical activity and the classification of pedagogical technologies that are implemented in their work are presented. The academic disciplines of the educational program of the specialty 014.04 «Secondary education (mathematics)» for the field of knowledge 01 «Education/Pedagogy», which is implemented at the Faculty of Mathematics and Informatics of Yuriy Fedkovych Chernivtsi National University, are considered. As a result of studying professionally oriented disciplines, a complex of innovative teacher competencies is formed. The integration of innovative technologies in mathematics teacher training at Yuriy Fedkovych Chernivtsi National University sets a benchmark for modern education. By fostering competencies such as digital literacy, critical thinking, and adaptability, the university prepares future teachers to navigate the challenges of contemporary classrooms effectively. These advancements contribute to the broader goal of creating a resilient, innovative, and capable educational workforce. Future research and continuous adaptation will further enhance the training process, ensuring alignment with global trends and local needs.

ЧАТ GPT ЯК ІНСТРУМЕНТ РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ У ПІДГОТОВЦІ ВЧИТЕЛІВ ІНОЗЕМНИХ МОВ

The rapid digitalization of all spheres of life has made digital competence development among modern foreign language teachers crucial to preparing competitive specialists. Using GPT chat as a primary learning tool, future teachers must anticipate the outcomes of such interactions and design tasks according to a specific algorithm. This research aims to develop digital competence in future foreign language teachers by applying GPT chat within the framework of Task-Based Learning (TBL) for teaching English. The choice of GPT chat is based on its significant didactic potential, the limited methodological approaches for its use in foreign language teacher training, and the low proficiency levels among teachers in utilizing this tool effectively. To build digital competence with GPT chat, an algorithm was designed for student interaction in the context of a communicative situation, such as "Receiving unexpected guests." The novelty of this research lies in the practical development of an algorithm for student interaction with GPT chat to enhance speaking competence through TBL. This approach incorporates real-life, problem-based tasks. Additionally, the research advances the methodology of teaching speaking with the phased use of GPT chat, introduces specific "prompts" for generating instructions, and establishes criteria for assessing speaking skills. The use of GPT chat to evaluate speaking promotes student autonomy. The formulated "prompts" serve to clarify task content, align with learners' speech competence levels, and connect tasks to real-life outcomes. Digital competence development is holistic, achieved by integrating oral communication skills and social abilities

Learning Community as a Framework for the Professional Development of Preschool Teachers - Theoretical Approach and Practical Implications

The paper addresses the importance of the professional development of preschool teachers through its positioning and action in relation to the concept of a learning community. By analyzing the literature, reviewing theoretical concepts and empirical research, the synergistic effect of the process of professional development of teachers and the concept of a learning community is determined. First of all, the benefits to which the process of professional development of teachers contributes within the learning community are determined, especially in the form of improving the educational process, professional competence and personal development of teachers, and most importantly, for the well-being of children. The aim of the paper is focused on a comprehensive understanding of the theoretical implications in the form of the influence of the learning community on the professional development of teachers, as well as the practical implications that are accordingly reflected in pedagogical practice. The above approach supports and affirms the principles of plurality and individual differences of each individual. Community is seen as a key concept within which quality and functional relationships are built, which contributes to the improvement of educational work. The proposal for the professional development of teachers within the learning community, as part of the transformation of the educational system in preschool education, is based on the belief that activities that include interaction, cooperation and exchange of knowledge and experiences contribute to more efficient results that are reflected in educational outcomes.

Emotional and Social Competencies and Their Relationship to the Professional Competencies of Future Preschool and Early Childhood Education Teachers

Research objectives and problem: Preparing to become a preschool and early childhood education teacher requires five years of academic training and many years of self-education. Success in the profession is not only ensured by strong academic performance and achievement of educational goals, but also by the development of emotional and social competencies, which are closely tied to professional competence. The goal of the study was to identify the relationships between emotional intelligence, social competence, and the self-assessment of professional competence among future preschool and early childhood education teachers. Research methods: The study utilized the Popular Questionnaire of Emotional Intelligence (PKIE) by Jaworowska, Matczak, Ciechanowicz, Stańczak, and Zalewska, the PROKOS questionnaire by Matczak and Martowska, and an in-house modified version of the Self-Assessment of Teacher Competence survey. Fifty-seven women aged 23 to 48 (mean age: 28) participated in the study. Research findings and their impact on the development of educational sciences: The findings confirmed a significant relationship between the studied variables. Higher levels of emotional intelligence and social competence correlated with higher self-assessments of professional competence. Conclusions and recommendations: Emotional and social competencies are strongly associated with readiness for the teaching profession in preschool and early childhood education. These results point out the need for incorporating courses on emotional and social competencies into academic training programs for pedagogical faculties.