Competence Of Teachers Research Articles

“Language means freedom to me” perspectives of Deaf and hard-of-hearing students on their experiences in the English as a foreign language classroom

IntroductionTeaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom.MethodsUtilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH.ResultsThe findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students’ EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement.DiscussionThis study underscores the importance of integrating ASL into EFL classrooms to better support DHH students’ language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students’ lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students’ identities and rights.

THE INFLUENCE OF ACADEMIC SUPERVISION BY THE PRINCIPAL AND TRAINING ON THE PEDAGOGICAL COMPETENCE OF TEACHERS AT MADRASAH TSANAWIYAH NURUL HUDA SOUTH JAKARTA

The purpose of this study was to determine the influence of academic supervision and training on pedagogical competence of teachers at Madrasah Tsanawiyah Nurul Huda. The research method used in this study uses a quantitative approach. The population is 41 people. The sampling technique uses saturated samples so that the number of samples in this study is 44 respondents. The data analysis technique uses simple linear regression. The results of the study show that there is a positive and significant effect of the effect of organizational culture on the employee performance at Bungong Jaroe Playground and Restaurant. This is evidenced by the F-count value > F-table, which is 27.951 > 3.24. The probability value (significance) = 0.000 is below 0.050.

The four strands: A simplified approach to SLA for CLIL

AbstractWhile it is widely accepted that language teachers require knowledge of second language acquisition (SLA) (Richards, 2010), what about content teachers, who are increasingly required to help develop their learners' academic language proficiency? How much do they need to know about SLA theories and how can they acquire such knowledge and expertise? This article proposes P. Nation's (2007) four strands framework as a straightforward and accessible model for content and language integrated learning (CLIL) teachers to address the challenge of balancing content and language instruction, a common concern within CLIL programs. The article begins by looking at two well‐known CLIL teacher competence frameworks. It then raises questions about the extent to which CLIL teachers need to master aspects of pedagogical content knowledge about SLA. The authors argue that while CLIL teachers do indeed need knowledge of how languages are learned and of SLA‐informed approaches to developing learners' second language (L2) proficiency, questions about just how much SLA knowledge CLIL teachers need and how they can be equipped with this knowledge remain unanswered. By delineating language learning opportunities into the four strands framework—meaning‐focused input, meaning‐focused output, language‐focused learning, and fluency development—the authors illustrate how this framework offers a practical guide for integrating language and content education effectively in CLIL and bilingual education contexts. The article ends with a presentation of three principles to help CLIL teachers achieve both the content and language teaching objectives of CLIL.

Students' Perception Of Non-Native Japanese Speaker Teacher's Competencies (Nnjsts) : Gender-Based Review

Japanese is one of the foreign languages taught in formal and informal educational institutions in Indonesia. The development of Japanese language learners is increasing quantitatively. In foreign language courses, native and non-native teachers collaborate on pedagogical tasks. This trend is also happening in Japanese foreign language courses. In addition, there are around 6,617 non-native Japanese language teachers (Japan Foundation, 2021). There is an argument that Native Japanese Speaker Teacher's (NJST) has many advantages over Native Japanese Speaker Teacher's (NNJSTs) and that students prefer NNJSTs over NJST, but the argument must be assessed. Many researchers have explored students' perceptions of NJSTs and NNJSTs worldwide in formal education institutions but not in the non-formal education institution sector. This study aims to explore the perception of Indonesian students towards NNJSTs in non-formal educational institutions, namely LPK Fuji Academy Singaraja with all samples coming from active students registered from January to August 2024. This study is a quantitative research with a descriptive approach conducted using an instrument in the form of a closed questionnaire based on the Likert scale. This study revealed that the perception of male and female students did not have a significant difference in their teaching competence based on the theory of Nuibe et al (2006). Male participants rated NNJSTs higher in terms of teaching effectiveness and communication skills, with an average score of 9.8. In contrast, female respondents gave slightly lower ratings in these areas with an average of 7.1. Furthermore, through this research, students need NNJSTs more because they allow for a successful learning process because of effective learning strategies. In addition, NNJSTs also help students in facing difficulties and challenges in their learning process.

Analysis of digital capital for social inclusion in educational context

AbstractThis paper focuses on one of the aspects most investigated and monitored in recent years by the Digital Economy and Society Index on the digitisation process in Europe—human capital, with an in‐depth focus on primary school teachers. Human capital is one dimension underlying school digital capital, closely related to integrating digital into daily practices. Starting from this framework, the paper will present the results of a survey on the digital competencies of teachers from five European countries (Italy, Spain, Lithuania, Romania and Poland), carried out in the framework of the European project Erasmus+ CAVE (Communication and Visual Education in homeschooling). This survey is preparatory to a training intervention and didactic experimentation on digital education, foreseen in the project, and used as a theoretical framework of reference for the DigCompEdu survey, promoted by the European Commission. The teachers' profiles, as the output of the research, will be able to give stakeholders a picture of the investment of schools and teachers, in terms of the application of digital competencies on different educational processes: classroom teaching, assessment, professional training, preparation of teaching materials for the lesson and the implementation of competencies, including digital ones, of students.

INCLUSIVE COMPETENCE AS A COMPONENT OF THE FUTURE MATHEMATICS TEACHER’S PROFESSIONAL COMPETENCE

The article deals with the concepts of «inclusive competence of a teacher» and «inclusive competence of a future mathematics teacher», with the latter being considered as a component of their professional competence. The aim of the article is to characterize inclusive competence as a component of professional competence and to analyze the content of its structural components. Research methods: analysis of scientific sources on the issues of inclusive education and the development of teachers’ inclusive competence to define the essence of the concept «inclusive competence» and its structure, as well as comparison, systematization, and generalization to characterize the content of the inclusive competence components in future mathematics teachers. The inclusive competence of future mathematics teachers is defined as an integral personal and professional characteristic and a component of their professional competence. The structural components of inclusive competence in future mathematics teachers have been identified and characterized: motivational-value, cognitive, activity-operational and reflective. The cognitive and activity-operational components of inclusive competence in subject teachers reflect the content and specifics of a particular subject or field of knowledge (such as physics, mathematics, physical education, etc.) and the specifics of teaching these subjects in an inclusive educational environment. components refer to the organization of an inclusive educational environment where children with special educational needs will study. Key skills include the ability to adapt learning materials to suit the students’ awareness, taking considering their special perception, memory and way of thinking, as well as offering engaging forms and methods of teaching. In this context, it is important to draw on the achievements of primary school mathematics teaching methods, such as the «Numicon» (method, Cuisenaire rods, Dienes’ method, edutainment technologies, eidetic techniques and mnemonic devices). The cognitive and activity-operational components of inclusive competence in future mathematics teachers are continuously developing, updated with information about new resources, methods, technologies and opportunities for organizing mixed and distance learning for children with special educational needs (such as online platforms). They are also enhanced by the teachers’ experiences. It has been proven that to ensure the efficiency of inclusive education and the development of mathematical competence in students with special educational needs, a comprehensive preparation of future mathematics teachers for professional activity in an inclusive environment is necessary. This should be based on the unity of theoretical and practical components at the general pedagogical, methodological and specialized levels. It is also important to create conditions and motivate future mathematics teachers to develop their inclusive competence through self-education and informal learning.

REFLECTION IN THE STRUCTURE OF INNOVATIVE COMPETENCE OF TEACHERS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The issue of the article concerns the topical issue of innovative competence and its components. The author aimed to characterize one of the components of this education, which refers to the ability to analyze the effectiveness and efficiency of pedagogical activity, as well as to adjust it as necessary. It is about the skill of reflection as one of the leading features of a teacher with highly developed innovative competence, since the creation and implementation of innovations requires regular analysis not only of the process of implementing something new in the educational process but also of observing and evaluating the personality of the teacher as a specialist who carries out innovative activities. Thanks to the use of such methods of scientific research as system-structural and system-functional analysis, generalization and systematization of theoretical aspects of the topic, observation, and study of the products of pedagogical activity, the author conducted a review of scientific literature regarding the essence of innovative competence of a teacher of a general secondary education institution, its structure and key characteristics, in particular, reflection skills. In addition, the publication provides information on reflective competence, which, on the same level as innovative competence, occupies a prominent place in the system of professional characteristics of a teacher regulated by normative documents. The unifying feature for both is the skill of reflection, therefore the article also presents the views of domestic scientists on the essence of this phenomenon and methods of its development and improvement. In addition, practical tools (reflective questionnaires, tables; reflective essays; pedagogical portfolios, etc.) are characterized, which contribute to the formation and improvement of the ability to reflect on one's pedagogical activity, in particular innovative ones. The publication analyzes fragments of reflective essays from teachers of general secondary education institutions who took the experimental course "Innovative aspects of the teacher's activity". This made it possible to conclude the reflexive competence of teachers, the development of reflection skills, as well as to substantiate reflection as a component of innovative competence.

Strengthening Policies for Education, Innovation, and Digitization Through Teacher Training: Evaluating ProFuturo’s Open Model in Ecuador

Teacher training and a commitment to innovation in teaching are determining factors in the success of technology adoption processes. This article presents a study on the opportunities produced through the collaboration of the Ecuadorian Ministry of Education and the ProFuturo program, which arose during the COVID-19 pandemic. This collaboration resulted in the improvement of digital competency among teachers and pupils and in transference to educational practise. It also strengthened the existing limited capabilities for developing mass training programs for teachers in the country. The research was conducted through an online survey, with a cross-sectional, quantitative, and non-experimental focus from two data sources. A total of 3,565 teachers answered the digital survey for teachers trained using the Open Model in Ecuador between 2020 and 2022. On the other hand, 7,257 teachers answered the ProFuturo Self-Assessment of Digital Skills of Teachers (https://competencyassessment.profuturo.education/?lang=en). The results show an improvement in the competency of teachers following their participation in the program and confirm that they considered digital transformation in the classroom to be of great utility. Teacher training remains a cornerstone of high-quality education and research as this contribution proves a positive impact on learning experiences, where there was a significant transference, driven by an improvement in digital skills applied to the teaching process.

The affordances of plurilingual speaking games for recognizing, using, and developing plurilingual competences of children and pre-service teachers

ABSTRACT Games have long been a common activity integrated by teachers in many language learning classrooms worldwide. The change in focus from the “four skills” of speaking, listening, writing, and reading to “four modes of communication”: “reception,” “interaction,” “production,” and “mediation” in the Common European Framework Companion (2018) means that teachers need to incorporate Mediation language activities, such as translation or interpretation, that fit with this shift. This study explores the perceived affordances of playing plurilingual, speaking games for children and pre-service teachers (PSTs) in a joint university-primary school project in Spain. The project aimed to support the development of plurilingual and intercultural competence of 21 pre-service teachers and 23 children. Using a case study approach, incorporating thematic analysis, teachers’ written reflections are analyzed. Findings highlight that the games afforded the learning of languages using and awareness of languages; making children’s multiple languages “visible”; boosting enjoyment, collaboration, motivation, and risk-taking which facilitated a change in children’s social roles to “teacher.” Affordances for pre-service teachers included developing pedagogical know-how for working in a multilingual classroom and awareness of children’s linguistic repertoires. Considerations for game design and research are presented.

Teachers’ Research Characteristics, Competencies, Motivation, and Challenges: Basis for Research Manual

The study aimed to investigate the teachers' research characteristics, competencies, motivation, and challenges in conducting research, which served as a basis for developing a research manual. Explanatory sequential design was employed to elicit quantitative and qualitative data. Nine hundred teacher respondents using convenience sampling and twenty-five master teachers using purposive sampling voluntarily participated. Findings reveal that teachers were interested in teaching and learning research themes but produced less research based on the number of completed, presented, and published research papers. Also, they were moderately competent in conceptual, methodological, data analysis and interpretation, and dissemination and utilization aspects but more competent in technical aspects. However, they were extrinsically motivated to do research work to get promoted someday to get higher salaries. On the other hand, they were intrinsically motivated to do research work to improve their knowledge and skills and solve school problems. Meanwhile, teachers’ challenges arose, like low-level competence, limited time, financial problems, and low parental and learner support. Hence, a research manual was based on the teachers’ competencies, motivation, and challenges that must be created locally. So, school administrators may implement research-capability programs to upgrade the teachers’ research competencies, provide technical assistance, and finance the teachers’ research projects to motivate them.

A Study on the Impact of International Education Programs on the Global Competence of Teachers in Private Universities in Guangxi

A Study on the Impact of International Education Programs on the Global Competence of Teachers in Private Universities in Guangxi

Empowering Educators: Integrating Sustainable Health in Healthcare Professionals’ Training

Abstract Despite efforts to realize Agenda 2030, the sustainable development goals (SDGs) may not be achieved. This already now impacts public health and healthcare, including the training of providers. “Sustainable health” addresses this urgency by emphasizing health as key to achieving the SDGs. While the UN developed a competency framework for teachers in 2011, the specific competencies needed to train in sustainable health remain unclear. Transformative learning (TL) is crucial to integrating sustainable development in higher education (HE), yet its application in the education of health professionals is limited. TL entails a profound transformative journey that reshapes perceptions and experiences, necessitating a shift in the educator’s role from information provider to facilitator of transformative processes. According to a 2019 literature review on TL for healthcare students, teachers need detailed and practical guidelines on how to implement TL. We aimed to develop an evidence-based matrix outlining a) the educational strategies needed to ensure that students develop sustainable health competencies, and b) the competencies teachers need to use these strategies in a quality-assured way. We conducted a literature review to identify key dimensions of teacher competencies and educational strategies for sustainable health. We surveyed teachers at Karolinska Institutet to assess the relevance of these competencies and teachers’ confidence in using them. Focus group discussions were conducted, to explore barriers and enablers to develop competencies and use educational strategies. We present a competency framework for HE teachers, accompanied by recommended educational strategies and self-assessment tools to gauge further training needs. To be used by teachers and educational developers, it will be openly accessible in Swedish and English. This study contributes to enhancing competencies in training health professionals to contribute to achieving sustainable health for all. Key messages • Educators need to be equipped with competencies to lead transformative learning processes to enable future generations of health professionals to achieve sustainable health for all. • Educators need to be supported to transform their role and practice to provide relevant training for future health care providers.

PEDAGOGICAL PRINCIPLES FORMATION OF INCLUSIVE COMPETENCE OF FUTURE SPECIAL TEACHERS

In the last decade, inclusive education has become the majorintegral partsof our lives. There are many studies on its implementation in the education system of Kazakhstan. However, there are very few studies of the inclusive competence of an inclusive education special teachers(defectologists). In the context of Kazakhstan, itis important to study the development of a model of knowledge and competencies necessary for the training of special teachers in inclusive education.How we can inclusive education be related to the inclusion of scientific research in the quality assessment system of an educational institution. Questions arise how to link profiles in inclusive education with inclusive education. The main aim of the research is to distinguish inclusive education as a new model of education and propose an individual methodology or a set of recommendations on the development of special teachers’ professional competencies.Therefore, we consider themodel and principles for the development of special competencies of future special teachers in the context of inclusive education.As a result of analysis and formation of a model we gave recommendations for analyzing the pedagogical issuesand formation of future special teachers' inclusive competencies.The results of the research can be used in creating educational programs in aninclusive education and consideration of methodology development for inclusive training special teachers for inclusive schools.

Implementation of RADEC Model for Improving Higher Order Thinking Skill (HOTS) in Science Learning at Elementary Schools

Science learning in elementary schools requires Higher Order Thinking Skills (HOTS), so supportive learning model is needed. This research aims to: 1) describe the application of HOTS in science education at elementary level; 2) describe the RADEC learning model for science learning, and 3) describe the factors that support and hinder the application of RADEC to improve HOTS in science education in elementary schools. This research uses a systematic literature review method or literature review, which focuses on the process of reviewing and analyzing widely and carefully several literature relevant to the research topic. The results of this study show: 1) HOTS is indispensable in science learning; 2) The introduction of RADEC greatly improves the science HOTS skills of elementary students; 3) The application of RADEC to improve students' HOTS is influenced by many factors, including teachers' understanding and competence of the RADEC model, facilities and infrastructure, and teacher support.

THE PROBLEM OF DEVELOPING THE RESEARCH COMPETENCE OF SPECIAL EDUCATORS

The article deals with the problem of developing the research competence of special educators. The article analyzes foreign and domestic experiences in the development of research competence. The essence of the concept of research competence is revealed, and its features and capabilities are defined and disclosed. The characteristics of the concepts of competence, competence approach, and research competence are given. Research competence is the formation of skills necessary for carrying out research activities, and the presence of motivation for scientific activity It is characterized by achieving the result necessary to achieve the set goals, planning, designing, conducting research, discussing and demonstrating their results. Research objectives: to identify the theoretical and methodological foundations of the problem of developing the research competence of special teachers; to systematize the methodological foundations of the problem of developing the research competence of special teachers. The purpose of the study: theoretical methodological substantiation of the problem of developing the research competence of special teachers, the development of a methodology and experimental verification of its effectiveness. In order to identify the effectiveness of the problem of developing the research competence of special teachers, an ascertaining experiment and a questionnaire survey of students were conducted. Based on the results of the survey, the levels and content of the problem of developing the research competence of special teachers were determined. The results have been verified and displayed on the chart.

Teaching "Usul-i Cedit" (The New Method) to Primary School Teachers in Ottoman Provinces

This research aims to uncover the activities undertaken to teach the new "usul-i cedit" teaching methods to sibyan (primary) school teachers who continued providing traditional education during the modernization period. Modernization of education encompasses various practices, from curricula of usul-i cedit to school management, teachers' personal rights, and health regulations in schools. Usul-i cedit focuses on teaching Turkish literacy and new methods developed for this purpose. Due to the failure of primary school reforms during the Tanzimat Period, the competence of school teachers was questioned. There was a push to gradually remove teachers unable to teach using usul-i cedit. However, training enough qualified teachers at Darülmuallimin-i Sıbyan would take time. Therefore, rapid courses were introduced to quickly train current primary school teachers in the new methods. Sample schools like iptidai, rüştiye, and provincial teacher training schools served as course centers. These courses primarily taught new methods for teaching Turkish literacy and included modern pedagogical methods for basic education subjects. The "usul-i tedris" (teaching method) lesson, central to teaching the new reading and writing methods, was a key component of all courses. The research employed document analysis, with data from Ottoman Archive documents forming the study's backbone. Historical data were analyzed using content analysis.

Elementary School Teacher's Competence in Implementing Differentiated Learning in Surakarta City

In elementary schools, differentiated learning is crucial as this phase is a critical period for establishing fundamental learning and child development. Differentiated learning aims not only to improve academic outcomes but also to develop students' social and emotional skills. The findings are expected to offer concrete recommendations for developing more effective teacher training programs and educational policies that support differentiated learning, enhancing education quality and student learning outcomes in elementary schools. This study evaluates elementary school teachers' competencies in implementing differentiated learning in Surakarta. A survey research design was used to collect data on teachers' abilities to plan, implement, and evaluate differentiated learning. Using a quantitative approach, the study involved 214 teachers randomly selected from various elementary schools in Surakarta. The distributed questionnaire collected data on knowledge, skills, and differentiated learning practices. The collected data were analyzed using descriptive statistical analysis with SPSS software. The results reveal variation in teacher competencies, with strengths primarily in using differentiated learning media and practice reflection, while the greatest challenges are in assessing student learning progress and implementing strategies. These findings highlight the need for additional training and support to enhance the effectiveness of differentiated learning implementation in elementary schools.

Strengthening Rasch Modeling for Objective and Fair Assessment for Chemistry Teachers

The competence of a good chemistry teacher will contribute to a fair assessment ability. This service aims to improve the professional competence of the sub-field of assessment for chemistry teachers at madrasahs in the Mranggen sub-district. This service is participatory by processing the results in a quantitative descriptive manner with one variable, namely the professional competence of the teacher's assessment. Service Locations in Madrasahs, Mranggen District. The number of participants in this service is 20 active chemistry teachers. Data collection techniques using closed and open questionnaires. Data validity uses content validity. Data reliability using Croncbach's Alpha technique. Data analysis techniques use the percentage formula to determine the achievement of each component through statistical data. The results of Community Service found that the professional competence of chemistry teachers at madrasas in the Mranggen sub-district was on average in the very good category, but variations in the use of assessment software were very lacking and had never been carried out. The service contribution gives a good value for changes in the ability to use the Rasch model assessment software after the service is over, but this depends on the amount of motivation the participants have.

Development of a digital profile of a university teacher

Currently, digitalization is a cross-cutting business process in the higher education system. Digital transformation has affected both the functioning of the higher education system in general and the activities of each university and participants in the educational process in particular.An important problem is the adaptation of teachers to a dynamically changing digital environment, taking into account the requirements for the level of digital competencies resulting from the specifics of the digital environment, and the already existing level of digital literacy of the teacher. In a modern university, a teacher is a multifunctional subject who performs educational, methodological, research, and administrative tasks, the solution of which is often associated with working in the digital environment of an educational organization.The article presents a model of the digital environment of a university with an emphasis on human resources and digital services is presented, which allows the development of a policy for managing changes and transformation processes in universities. The thesis that the digital environment determines the level of requirements for the digital competencies of teachers is substantiated.The authors propose an evaluation method for the teacher’s digital literacy, which makes it possible to develop the teacher’s digital profile considering the educational, methodological, administrative, and research activities.

Implementation of Independent Curriculum for Elementary Schools in Indonesian Schools Abroad

The curriculum is an important guideline in the learning process, especially the Independent Curriculum is a curriculum designed to recover post-pandemic learning. This study aims to determine the implementation of the independent curriculum in elementary schools in Indonesia and Indonesian schools abroad which includes planning, implementation, and constraints and strategies. This study uses a descriptive qualitative method with a comparative approach. Data were collected using interviews, observations, document analysis, and literature studies. The data were analyzed using an interactive model of Miles & Huberman. The results of the study show that planning the implementation of the independent curriculum involves the preparation of learning tools such as learning outcomes (CP), learning objectives (TP), learning objectives (ATP), and teaching modules, as well as holding training, workshops, and In House Training (IHT) to improve teacher competence. The implementation of the curriculum in Indonesia has been running comprehensively since the 2023/2024 school year, while abroad it will start in 2022. The main obstacles include lack of teacher knowledge and training, teacher readiness, school support, and student diversity, as well as the lack of human resources and access to information abroad. To overcome these obstacles, ongoing training for teachers and adequate facilities and infrastructure are needed, along with innovative strategies such as the use of technology in learning.