Continuing Teacher Education Research Articles

The model of continuing teacher education: the experience of Moscow Pedagogical State

The paper presents the teacher training experience of Moscow Pedagogical State University (MPGU) – the oldest professional pedagogical institution in Russia (being the successor of Moscow Higher Women’s Courses, the university celebrated its 150th birthday in 2022). The purpose of the paper is to analyze the teacher training framework of MPGU covering the pool of ‘Pre-vocational education – secondary vocational education – higher vocational education – further vocational education’ as a system of continuous professional teacher development, and to define implementation strategies of continuous pedagogical education. MPGU experience presented here also includes the review of most viable strategies of continuous pedagogical education: fundamental nature of education, integration, humanization and axiologization of education, cooperation and partnership, and digitalization of education. The complete analysis of the teacher training model applied by MPGU suggests that fundamental ideas of teachers’ personal and professional growth concept by V. A. Slastenin are being developed. This is in reference to the existing multi-level teacher training system (starting from school teachers of specialized and academic subjects to postgraduate and extended learning teachers) and to the development of a common education space providing teachers’ personal and professional growth. Updating the pedagogical legacy, contemporary interpretation of procedural concepts, theories, and methods are important aspects in training teachers at MPGU at all levels of continuous pedagogical education.

Implementation strategies for continuing teacher education: regional models

The article reviews strategies of Continuing Teacher Education (CTE) based on the comparative typological study of regional models in relation to the succession of teachers’ professional development. Six Russian universities were sampled for this study: Herzen State Pedagogical University of Russia, Yaroslavl State Pedagogical University named after K. D. Ushinsky, Minin Nizhny Novgorod State Pedagogical University, Novosibirsk State Pedagogical University, Tomsk State Pedagogical University, Shukshin Altai State University for Humanities and Pedagogy. Comparative analysis of best practices in the regions was based on the following criteria: mission, strategic goals/objectives of a university; pre-professional teacher education; non-university level higher education; higher education; postgraduate level. Taking into consideration typologies covered by the scientific discourse, the authors classify existing strategies of continuing teacher education as follows: traditional (conventional) strategies (fundamental nature of education, integration, humanization and axiologization of education, professional and personal development strategies for teachers) including certain updates of traditional strategies (collaboration/cooperation/partnership strategies) and innovation strategies (digitalization (digital transformation), foresight strategies). These types of strategies were profiled as follows: traditional strategies of continuing teacher education involve a step-by-step approach at predetermined intervals for each level of the education system; these are predictable and long-term; goal setting is aimed at effective performance; innovation strategies of continuing teacher education feature educational ecosystems that are versatile, collaborative, purposeful, advance-focused, predictability, and continuous support of professional and personal self-determination and self-development

Gaya Kepemimpinan Kepala Sekolah dalam Peningkatan Profesionalisme Guru PAI pada SD Negeri 2 Kota Subulussalam

Gaya Kepemimpinan Kepala Sekolah dalam Peningkatan Profesionalisme Guru PAI pada SD Negeri 2 Kota Subulussalam

Sustainable Development Education for Training and Service Teachers Teaching Mathematics: A Systematic Review

This study conducted a systematic review following the guidelines of the PRISMA statement, with the aim of analyzing the scientific production on Education for Sustainable Development (ESD) in in-service and pre-service mathematics teachers. Out of 211 articles identified in the indexed databases, WOS, SCOPUS, and SciELO, 16 were selected for an exhaustive analysis. It was determined that this topic is still in the process of development, focusing on aspects such as learning content, pedagogy, and the learning environment. Most studies employed qualitative methodologies. Contextualization in sustainability is the most advanced competency. The results highlight the importance of continuing to investigate and develop effective strategies to integrate ESD in the continuous education and training of mathematics teachers. It is essential to address the development of competencies in ecological and mediational facets, ensure solid knowledge of mathematical content, employ adequate pedagogical strategies, and understand the relationship between the environment and mathematics. These findings offer insights into the prevailing trend of integrating ESD into mathematics education through ESD elements and didactic competencies, as evidenced by recent studies involving both practicing and pre-service teachers. This understanding may promote the enhancement of the quality of mathematics education practices within this domain.

Modernization of Teacher Education in China: from Metaphor to Program

The relevance of the study is due to the need to rethink and apply successful reform practices in the national education system of China. One of the effective means of translating ideological and political concepts is metaphorical language. The publication reveals the essence of the metaphor “Four rays and eight pillars”. The aim of the article is to study the peculiarities of development and implementation of reforms in China on the example of modernization of professional and pedagogical education. The methodological basis of the study is an interdisciplinary approach, the theory of education development in the transition to a post-industrial society, comprehensive research in the field of education reforming. The concepts, principles, ways, state guarantees of professional education reform in China were characterized. The features of educational reform development in China were revealed: close connection with national strategies (“One Belt and One Road”, “Innovation Drive”, “Artificial Intelligence”, “Rural Restoration”), ideological education of teachers, strengthening of basic education teachers. Teacher training includes content and instrumental-technological aspects. The following ideas may be useful for the Russian educational system: self-study as a teacher’s norm of life; active mastering of hybrid learning; anticipatory rather than catch-up teacher training; organization of motivated activities (Strong Teachers program); accuracy, discipline and order in educational practice; creation of digital platforms for continuing teacher education. The conclusion outlines the prospects for the development of the system of teacher education, taking into account the Chinese specificity.

Проектная деятельность в реализации непрерывного профессионального образования по физической культуре и спорту

The purpose of the study was to identify the relevance of project activities in the system of continuous education of teachers in the field of physical culture and sports. The study was conducted on the basis of the Institute of Physical Culture, Sports and Tourism of PetrSU during the implementation of the project "Academic Sports" - the winner of the "Sports Landing" contest of the "Power of Sports" charity program of the Vladimir Potanin Charitable Foundation. The project was aimed at comprehensive professional development, expansion of competencies in the field of physical and adaptive physical culture and sports, exchange of professional experience, formation of partnerships, strengthening of interaction between educational and physical culture and sports organizations and associations of Karelia. The key element of the project was the rapid implementation of the acquired practices in educational, physical culture, sports and social activities and the transfer of the acquired experience to the professional community of the region. Quantitative and qualitative results of the study carried out within the framework of the project allow us to state the expediency and relevance of the project activity in the implementation of continuous professional education of teachers in the field of physical culture and sports.

Gerencialismo na formação continuada de professores no Brasil: uma análise de documentos propostos pelo Conselho Nacional de Secretários de Educação

ABSTRACT The influence of the National Council of Education Secretaries (CONSED) is recognized in the processes of implementing public policies for continuing teacher education in Brazil, as well as its role in the articulation of operational logistics and its approximation with third-sector institutions, which tends to influence the guidelines for training processes. Given the above, this work asks the following research question: what are the characteristics proposed for the continuing education of teachers in the context of implementing the National Common Core Curriculum Base (BNCC) and the New High School (NEM)? For this purpose, we analyse documents made available on the site of CONSED, organized by the Working Group (GT) Continuing Education. To that end, we used the Discursive Textual Analysis (DTA) proposed by Moraes (2003). As a result, categories associated with guidelines for continuing teacher education processes emerged: alignment with US educational policies; governance; and assessments, control, and monitoring. These categories highlight aspects such as: the need to rethink a discourse of “efficacy” of continuing teacher education conducted in the US; the governance as a principle that involves institutions of the so-called third sector aligned with the managerial proposal of public administration; assessment as an instrument for monitoring and controlling what is taught in schools. We concluded that managerial principles are strongly present in the analyzed documents and, therefore, as a characteristic of the continuing teacher education processes for implementing the BNCC and the NEM.

Corpo, Yoga e Formação Continuada de Professoras: experiências e sensibilizações

ABSTRACT This study analyzes the potentiality of experiences with yoga in continuing teacher education for the reinterpretation of the corporeality of Kindergarten and Elementary School teachers. This was a qualitative research with 45 teachers of Physical Education, Pedagogy, Art and Special Education, from a city in the interior of São Paulo, with data generated through a focus group and questionnaire. Bodily experiences, as the guiding line of the training process, were shown to contribute to the blurring of the boundaries between what is experienced and what is taught, between the cognitive and the sensitive, enhancing for teachers the expansion of their understanding of themselves and the relationship with the other, in order to reverberate in personal and professional teaching profession.

EXISTING PROBLEMS OF IMPLEMENTING THE DISTANCE FORM OF PEDAGOGICAL EMPLOYEES QUALIFICATION IMPROVEMENT

The current situation in the country has a decisive impact on the field of education, which leads to a more significant introduction and ubiquitous implementation of distance learning not only for teaching students, but also for training of teachers. Distance learning is characterized as an individualized process of acquiring knowledge, skills, abilities and means of human cognitive activity, which basically occurs through indirect interaction of distant participants of the educational process in a specialized environment based on modern psychological, pedagogical, and information and communication technologies. It is shown in the article that many scientific and methodological works analyze positive aspects of distance learning (e.g., mobility, constant access to materials, blended and / or flipped learning, the ability to involve large numbers of participants, efficiency, new teacher role, work in synchronous and / or asynchronous mode, etc.). The presented research revealed the insufficient coverage of existing problems in distance learning, especially distance learning of teachers by modern scientific works (low level of information and communication competence, lack of Internet, outdated equipment, poor self-organization of students, lack of «live» communication, the problem of personalization, copyright violations, etc.). In the paper, the main stages of the history of distance learning beginning from the XVIII century are described. The effectiveness of introducing distance learning of teachers in the postgraduate system of education is substantiated. We explore and analyze pedagogical, methodological and scientific works devoted to the problems of continuous professional education of teachers, professional development of teachers and their qualification improvement. The problems of implementing the distance form of qualification improvement of pedagogical workers in the system of postgraduate pedagogical education are investigated and described in the article.

Lifelong learning as a major trend in personnel training: theoretical and practical aspects

The problem of forming conflictological competences of pedagogical staff in educational organization, which is associated with the increasing stressfulness of the organizational environment and multifunctional activities of teaching staff, is presented in the paper. The analysis of conflictological competences, which need to be formed within the framework of continuous conflictological education of university teachers, is given. The paper analyzes the methods and content of the module Conflict and Stress Management in the Educational Process of the retraining program Teacher of Higher Education. The aim of the research is to develop methodological recommendations aimed at improving the level of conflictological and stress-competence of teachers of Samara State Technical University, involving the use of modern educational technologies. This objective is achieved by means of the following tasks: conducting expert surveys (respondents: teachers and students of the university) in order to determine methods and techniques for improving conflictological and stress competence of teachers; creating training and methodological materials for students of professional development program Education Process Management: Psychological and Pedagogical Competence of a Technical University Teacher and retraining program Teacher of Higher Education in Samara State Technical University. Team-building for the students and teachers of the university. The study was conducted in several stages. Objectives of the theoretical stage of the research: to substantiate the significance of increasing the level of conflictological and stress competences of university teachers. Objectives of the diagnostic stage of the research: to monitor the level of professional stress of teachers; to conduct an expert survey to assess the significance of increasing the level of conflictological and stress-competences of university teachers. The respondents of the expert survey were the trainees of the professional development program Management of Educational Process: Psychological and Pedagogical Competence of a Technical University Teacher and the retraining program Teacher of Higher Education of Samara State Technical University. The following methods were used in the research: expert survey, observation, questionnaires, methods of quantitative and qualitative analysis of the results obtained. The experience of teaching the discipline Conflict and Stress Management in the Educational Process as part of the retraining programme Teacher of Higher Education of Samara State Technical University is presented. The prospective of the study is the further improvement of teaching methods to develop conflictological and stress-competence of teachers.

CHARACTERISCTICS OF PROFESSIONAL GROWTH OF FUTURE EARLY CHILDHOOD EDUCATORS IN USA

The article describes the process of professional growth of future early childhood educators in USA. The concept of “professional development”, “early childhood educator”, “teacher’s self-efficacy” in the context of the professional growth of preschool teachers is revealed. The importance of the process of professional growth of future educators is formulated as a significant factor in improving the educational process in preschool education institutions.In this article, we clarified the main goals of the professional growth of future early childhood educators, directions of work of preschool education institutions with the aim of improving the educational process. It has been investigated that the process of self-efficacy of a teacher includes the involvement of pupils in the educational process, knowing as classroom management, pupils’ engagement, and instructional practices. The importance of teaching future early childhood educators how to work with digital technologies in the aim of professional growth is characterized. Prepared the information of formal and informal activities, that early childhood educators can use in order to improve their professional skills. The study of scientists, who worked on the issue of professional growth of future early childhood educators was analyzed and summarized.The need for continuous education of future preschool teachers with the aim of modernization of educational process and improving its results is summarized in this article. Professional growth contributes to the progressive mastery of theoretical and practical knowledge, abilities, and skills of an future educator. As well, it has a strong impact on development of the preschool teacherʼs creative abilities, his/her critical thinking, and expanding professional horizons.
 Keywords: professional growth; professional preparation; early childhood educator; institution of higher education; preschools; educational process; preschoolers; digital technologies; continuing education.

La Contribución de la Formación Continua en la (re)construcción de los Saberes Docentes

Continuing teacher education has been the scene of many discussions in the Brazilian context. However, when it is related to the construction and reconstruction of teachers' knowledge, it is necessary to think about deepening its importance in the sense of the personal and professional constitution of teachers. The motivating question of this study refers to how teaching knowledge is presented in the context of continuing education in Brazilian studies existing in the scope of theses and dissertations found in the repository of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES (Coordination for the Improvement of Higher Education Personnel) with a time delimitation of 2017-2020. The methodology is qualitative with a descriptive bibliographic approach. From a total of three theses and nine dissertations analyzed, five of them explicitly refer that continuing education contributed to the construction and reconstruction of teaching knowledge.

Проектно-организованная программа развития университета педагогического профиля

The aim of the study is to reveal the general approach and principles to the development of a program for the pedagogical university development, representing a project-organized methodology and technologies for organizational and managerial support of the process of the arrangement of all participants’ content-activity positions in the innovation process associated with improving the system of continuous advanced pedagogical education in accordance with the strategic guidelines for the country development, modern directions of scientific and technological development and taking into account the current research agenda in the field of education. The article presents the methodology and technology for creating the project-organized program for the pedagogical university development as a program of an initiative-problem type. The scientific novelty of the research results is determined by the fact that the notion of “project-organized development program” is introduced into the general theory of management, organizational and managerial methodology of higher education; the essence is revealed and the idea of the notion of “development management” is expanded in relation to the system of higher and additional professional education; the indicators of the organizational effect are also specified in the context of the requirements for continuous teacher education, outlined in the Concept of teacher training for the period up to 2030. As a result, a process technology has been developed for step-by-step programming of socio-cultural and educational changes in the system of continuous advanced education, which is the basis for the scientific and educational activity of the Department of Andragogy and Development Management of the Nizhny Novgorod State Pedagogical University named after Kozma Minin.

Inclusive Education in Bosnia and Herzegovina: Exploring English language teachers’ competencies

Abstract Numerous studies suggest that foreign language teaching embraces a diversity-based approach that promotes an inclusive classroom culture and diversity-oriented teacher education. This review paper outlines the underlying principles of inclusive education, the different perspectives in understanding disability in the context of education for all, and the subsequent implications for language teacher education and competencies development. In addition, the paper looks at the context of Bosnia and Herzegovina (BiH) where an extensive content analysis has generated a multi-year research project on English language teacher competencies in three interconnected phases. Although a number of steps have been made in moving forward, the implementation of inclusive education in BiH continues to face multiple challenges, some of which are a result of the complex geopolitical context, lack of comprehensive evaluation strategies, lack of a human rights-based approach to education, and scarce initiatives in systemic initial and continuing teacher education for inclusion.This review paper is part of the AILA Europe special issue.

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK): A FRAMEWORK FOR B.ED. STUDENTS’ CLASSROOM PRACTICES

In this paper an effort is made to explore how TPACK is useful for B.Ed. students. The purpose of the study is to investigate the potential of TPACK to be integrated into both initial and continuing teacher education programs in India. In other words, it explores the ways in which B.Ed. students and teacher educators might apply their knowledge of TPACK to their classroom practices during their internship. It also focuses on the importance of 21st-century educators for incorporating technology into their lessons. The study set out to determine how widespread TPACK application is in teacher education programs, as well as the nature of the connection between technological and pedagogical materials. This is a mixed-methods study that analyses and interprets documents and secondary sources (such as books, expert opinion, papers, journals, theses, websites, unstructured interviews etc).

Bibliographic review of ENPEC meeting Minutes on the teaching of science in the first years of elementary school: continuing education for teacher

This article represents the expansion of an initial paper sent to the XIII ENPEC/2021 that aims to investigate how the continuing education for teachers (CET) working with young children on Natural Sciences (NS) has been historically carried out and presented in the editions of the National Meeting of Research in Science Education (ENPEC - 1997 to 2021). This is an exploratory research, of the bibliographic study type and was constituted from data from 14 complete papers, which were selected and analyzed in the light of Discursive Textual Analysis (DTA). In the categorization process, eight categories of analysis emerged: 1) training needs; 2) teaching concepts; 3) conceptions about training; 4) characteristics of the subjects; 5) training methodologies; 6) formative process and how the subjects felt; 7) direct results of training; and 8) post-formation (legacy), organized into three periods: pre-formative, formative and post-formative, interspersed with transitional units. After analyzing the works year by year, less than 1% of the papers published in this event and only 10% of the selected ones met the objectives of this research. The units of meaning representing the pre-formative period showed the deficiency in the initial training of educators in training, the importance of knowing the skills to work NS, planning, conducting and evaluating the teaching process, in addition to the importance of continuing the reflection process and teacher training. The two most pronounced characteristics among the educators in training were the need to deepen their conceptual knowledge in NS and the attempt to change their teaching methods after the group reflections. In the formative period, the teachers went through moments of reflection and reformulation of their practices, formation of concepts and changes in their vocabularies about NS. The direct results of the training showed that the educators in training were able to reflect on the action, face their problems, and change their attitude towards the teaching of NS, in addition to being motivated to create new strategies to achieve their goals in the classroom. In general, the researchers/trainers observed some methodological changes, safety to teach NS and the overcoming of some difficulties in the initial training of teachers, as well as a greater involvement of students during classes and the creation of collective spaces for discussion in Schools, which, until then, did not exist in these places. It is hoped that this work will contribute to researchers in the teaching area of NS in order to qualify their continuing education actions aimed at teachers in the early years, as well as to elucidate some gaps to be explored in research on the subject.

WITHOUT PROFESSIONAL, QUALITY DELIVERY WOULD BE CHALLENGE

The right to education is not only the right to access education but also the right to receive an education of good quality. Education must be available and accessible but also acceptable. Quality learning is not only essential for meeting people’s basic needs, but is also fundamental in fostering the conditions for global peace and sustainable development. All young people need to learn in active, collaborative and self-directed ways in order to flourish and contribute to their communities. To serve this purpose a school needs professional teachers who are well equipped with the five skills that are communication, learning, problem solving, planning and teamwork. Professional teacher knows how to directly apply what they learned during their training which leads to better instruction and improved students learning when it connects to the curriculum materials. Significant shifts in teaching and learning practices underline the need for updates in initial and continuous teacher-education across education level.

Subject matter and methodological competencies of mathematics teachers revealed in the digital transformation of education

Introduction. Creating conditions and opportunities for self-realization and reveal of each person’s talent in the conditions of digital transformation actualized the problems of improving the quality and competitiveness of Russian education in the modern world. The priority of developing the competencies of a teacher of general education organization at different stages of professional career was also determined. The purpose of this article is to monitor and analyze the formation of subject matter and methodological competencies of teachers of mathematics, revealed in the process of teaching activities in the conditions of digital transformation of continuing teacher education. Materials and methods. The survey involved 919 mathematics teachers from 7 regions of the Russian Federation. The survey considered such characteristics of the respondents as place of work, amount of workload, gender, age, teaching experience. Results of the study. The research showed the following professional deficits of the surveyed mathematics teachers in the area of subject matter and methodical competencies, manifested in the conditions of digital transformation of education: from 20% to 55% of teachers have difficulties in organizing subject teaching in different conditions of transferring typical algorithms to a new situation, about 25% have problems when analyzing educational and life situations that require application of mathematical apparatus, 34% do not know the ways of criterial evaluation of learning outcomes About 20% of the teachers with up to 10 years of experience show insufficient ability to select subject and meta-disciplinary content of the learning material required to solve mathematical problems, as well as the ability to build logical reasoning in mathematical contexts together with students, which is a potentially problematic area. Conclusion. Several recommendations were given based on the results of the conducted survey of teachers. Monitoring of the formation of professional subject matter and methodological competencies of teachers of mathematics should be systematic in nature and have clear range of tools. It is advisable to conduct a separate monitoring of the formation of professional competencies of students of the 3rd-5th courses, studying on the basic educational programs of training future teachers at the bachelor level. It is necessary to conduct a more in-depth analysis of problematic topics in terms of the identified professional deficits and to develop and implement individual and group programs of methodological support for teachers based on this analysis, including professional development and professional retraining, in order to eliminate the identified deficits with the objectives of digital transformation of continuing teacher education. It is necessary to actively implement comprehensive programs to develop the system of teaching mentoring at the regional and general education levels.

Development of teachers’ competence in preserving students’ health in the informational and educational space of the school

Problem and objective. The growth of health risks for students under the conditions of large-scale informatization of education and the importance of the problem of preserving such growth actualize the search for opportunities to improve teachers’ readiness to solve professional tasks of creating a safe informational and educational space. The aim of the study is to identify the level of competence of teachers in the field of students’ health preservation in the informational and educational space, to assess the impact of the competence development program in continuing professional education on its change. Research methods. The research involved 241 teachers from Grodno (Republic of Belarus). The author’s methods were used to evaluate the level teachers’ competence in the field of preserving students’ health. The evaluation of differences in the indicators of the level of formation of teachers’ competence before and after the formative stage of the experiment was assessed by Student’s t-criterion. Results of the study. The program to develop teacher competence in the field of health preservation of students was developed and implemented in the formative stage of the experiment within the framework of continuous teacher education. The experiment showed an increase in the level of teachers’ competence in the field of preserving students’ health. Significant differences were revealed by Student’s t-criterion at t ≥ tcr according to following indicators: health-preserving knowledge (t=9,43); personality-directed skills (t=8,02); social and pedagogical skills (t=5,83); attitude towards students’ health preservation (t=6,5); emotional-volitional displays in health preservation (t=5,25); motivation in health preservation (t=4,06). Conclusion. The interpretation of the experimental data indicates the theoretical novelty of the research (identifying a number of professional deficits of teachers’ competence in health preservation of students) and the practical significance of the created software and information and methodological support for the development of teachers’ competence in the field of health preservation of students.

Entrepreneurship Education in Ghana: A Case Study of Teachers’ Experiences

Despite the global popularity of entrepreneurship education in higher education, concerns persist about its heterogeneous, broad, and ambiguous objectives and curricula. Many research studies and papers have highlighted these weaknesses and offered remedies for addressing them. Not much is known about how teachers (who are their primary interpreters and users) actually experience the objectives and curricula. This study addresses this gap by exploring teachers’ lived experiences of the entrepreneurship education objectives and curricula for insights regarding their nature from the perspective of teachers in order to identify more appropriate solutions to enhance them. Adopting the qualitative single case study research approach, primary data was collected from face-to-face interviews with four teachers at a Ghanaian institution offering entrepreneurship education. The data was supplemented by secondary data from course study documents and then analysed using the interpretive and case study analysis methods. The findings indicate that (1) teachers perceive the entrepreneurship education objectives and curricula as heterogeneous, broad, and ambiguous, (2) this placed certain limitations on teaching and learning, and (3) despite their shortcomings, the objectives and curricula were fitting for achieving entrepreneurship education’s broader aims of creating awareness of entrepreneurship, fostering the enterprise culture in students and developing entrepreneurial skills. Teachers indicated that institutional interventions such as continuous teacher education, increased resources, and more credit hours could address the perceived shortcomings. The findings underscore the need for further research on the nature of the objectives and curricula from the lenses of teachers and students in order to enhance policy and practice.