Continuous Professional Development Of Teachers Research Articles

The Correlation Between Students’ Performance in Mathematics and Physics in Form Six National Examinations 2023 in Selected Schools in Tanzania

This study investigates the correlation between student performance in Mathematics and Physics in Form Six National Examinations in Tanzania. The research adopts a correlational design using a quantitative approach, focusing on ten advanced public secondary schools, with a sample of 100 students who took both subjects in 2023. Regression analysis assessed the relationship between the subjects, with examination results serving as the primary data source. Grades were coded using a standardized scale (A = 1, B = 2, C = 3, D = 4, E = 5), and the analysis revealed a statistically significant moderate positive correlation (r = 0.717) between Mathematics and Physics performance, suggesting that proficiency in Mathematics contributes to success in Physics. The study’s findings align with previous research, highlighting the importance of mathematical skills in understanding Physics concepts. Given the statistically significant results, the study recommends integrating teaching strategies that reinforce the connection between Mathematics and Physics, continuous teacher professional development, and improved resource allocation to enhance student outcomes. While limitations such as the small sample size and reliance on exam results were noted, the research provides valuable insights for educators and policymakers, suggesting that strengthening mathematical competencies can positively impact Physics performance, with implications for improving academic outcomes in science education in Tanzania.

A COMPARATIVE STUDY OF CONTINUING PROFESSIONAL DEVELOPMENT FOR SPEECH THERAPISTS AND TEACHERS IN ARMENIA AND BEYOND

The objective of this research project is to present a comprehensive examination of the disparities in continuous professional development (CPD) for speech therapists and teachers. The consequences for service quality and professional standards within these two critical disciplines will be the primary focus of the analysis. As mandated by the regulatory framework, teachers in Armenia, for example, must participate in continuing professional development (CPD) programs to maintain their professional qualifications. On the other hand, speech therapists are not subject to the same responsibilities, which causes significant differences between the two professions in terms of the development of skills and the ongoing of their education. This study compares the consequences of several continuing professional development requirements, shared professional practices, and relevant government laws. A critical analysis of the quantitative and qualitative pros and cons of mandating continuing professional development (CPD) for speech therapists is conducted. To support this review, empirical evidence has been gathered via interviews with important stakeholders and a comprehensive study of the present accessible knowledge. These findings highlight the urgent need for a more organized and coherent continuous professional development (CPD) framework particularly designed for speech therapists, that conforms with the professional development policies set for teachers, and that is more consistent. Additionally, this research offers specific recommendations that are designed to enhance legislative structures to increase the opportunities for continuing professional development (CPD) in both professions. The suggested projects are meant to improve the quality of services and professional knowledge in speech therapy as well as to guarantee that every professional working in Armenian educational and therapeutic environments satisfies high criteria of competence. The communities they serve will eventually gain from this. This will be achieved by fostering a culture of ongoing professional development.

Assessing and bridging the digital competence gap: a comparative study of lebanese student teachers and in-service teachers using the DigCompEdu framework

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms.

Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting

BackgroundRecent studies highlight the benefits of translanguaging for emergent bi/multilinguals (EMLs), enhancing their understanding of academic content in a new language. Despite the growth of Chinese immersion programs in the U.S., research on translanguaging and its impact on teacher and student experiences in this context remains scarce. AimsThis study aims to explore how Content and Language Integrated Learning (CLIL) teachers implement pedagogical translanguaging to support students’ learning in academic content and language within a Chinese immersion context in the U.S., and to understand the perspectives of teachers and students on translanguaging. SampleParticipants were two Chinese CLIL teachers and six of their students from a Chinese immersion school in the U.S. MethodsUsing a participatory design research methodology that combines ethnographic methods with multimodal conversation analysis, we documented the use of pedagogical translanguaging and triangulated data from field notes, classroom artifacts, and interviews. ResultsFindings reveal teachers utilized diverse communicative resources and exercised translanguaging shifts to enhance students’ grasp of advanced vocabulary and academic concepts, facilitating complex idea articulation in Chinese. Both teachers and students valued these strategies for deepening subject understanding and supporting their learning of the Chinese language. ConclusionsThe study highlights the importance of continuous professional development for CLIL teachers to effectively implement pedagogical translanguaging, supporting students’ learning in an immersion setting.

EDUCATIONAL PROGRAMMES OF MICROQUALIFICATIONS AS AN EFFECTIVE TOOL FOR IMPLEMENTING THE PRINCIPLE OF CONTINUITY OF EDUCATION IN THE PROFESSIONAL ACTIVITY OF A MODERN UNIVERSITY TEACHER

The article analyses the introduction of educational programmes of microqualifications as an effective tool for implementing the principle of continuing education in the professional activities of university teachers. Special attention is paid to how microqualifications contribute to the development of competences and adaptation of teachers to the changing requirements of the educational environment. Examples of their use in the practice of higher education institutions are presented, and the impact on improving the quality of teaching and competitiveness of staff is assessed. The relevance of the study is conditioned by rapid changes and new challenges faced by the system of higher education in Kazakhstan. In the conditions of reforming the educational system of the country and the growth of international competition, the integration of microqualification programmes as a strategic approach to the continuous professional development of teachers is of particular importance. The aim of the study is to identify the key challenges and prospects for the development of microqualifications based on the analysis of global and regional educational trends. The paper uses the methods of strategic analysis, as well as comparative-historical approach, which allowed to identify opportunities and threats affecting the development of this system in Kazakhstan. Special attention is paid to the strengths and weaknesses of educational programmes, as well as their compliance with modern standards. As a result of the study, recommendations for successful integration of microqualifications into the strategies of HEIs are proposed. Special attention is paid to the creation of strategic partnerships, continuous monitoring of changes in the educational environment and ensuring the high quality of programmes in accordance with international standards. Prospects for the development of microqualifications in Kazakhstan include the development of supra-subject competences and a balance between digital and traditional teaching methods to meet the needs of the target audience and ensure professional development of teachers.

Effectiveness of Continuous Professional Development Teachers-Training Programmes: From Trainee Teachers' Perspectives

This study seeks to determine the effectiveness of continuous professional development (CPD) programs from trainee teachers' perspectives in the Malakand division. The researchers used a quantitative research approach to test hypotheses. A self-constructed questionnaire based on the opinion of trainee teachers was administered before and after the intervention (CPD). Data were collected from 266 trainee teachers in training centers in three districts of the Malakand division. The results revealed significant differences in the opinion of trainee teachers regarding content knowledge, instructional roles, ethics and professionalism, classroom management skills, and pedagogical knowledge. They perceived that after the training a significant increase took place in their perceptions regarding five constructs. The study recommended that trainee teachers as well as in-service teachers be provided ample chances to enhance their content, pedagogical, and content pedagogical skills. The government must provide a handsome amount for the conduction of CPD for teachers to equip them with modern teaching methods and skills.

Developing Physical Education Curricula Within the Framework of Digital Transformation to Achieve Sustainable Development

The importance of the study is due to improving the quality of learning and enhancing interaction and participation in the educational process. Achieving personalized and effective learning in the field of physical education. Enhancing self-learning and enabling students to better discover and develop their mathematical skills. The study aims: The goal of developing physical education curricula in the era of “artificial intelligence” is to improve the learning process and enhance students’ sports performance. Analysis of individual performance through the use of advanced technology and artificial intelligence. Study methodology: The researcher used the descriptive survey method and the experimental method due to its suitability to the nature of the study. Study design: The study was designed by collecting data through questionnaires in a way that allows for the collection of appropriate data to test the hypothesis. Data collection methods: Through interviews, questionnaires are distributed to specialists in developing curricula and methods of teaching physical education to most physical education teachers and in the Department of Curricula and Methods of Teaching Physical Education and in Arab and foreign countries. Their number is (80) experts in curricula and methods of teaching physical education. Communication was made via Academic communication sites ((Research Gate - Academy Gate - Google Scholar - sci space ai) The conclusions were that there were statistically significant differences between the means in favor of the experimental group. The effect size values were high, which indicates a significant positive impact of the smart system in improving the scientific and methodological nature of physical education. This indicates the effectiveness of using smart teaching systems in teaching physical education. It can be concluded that the effectiveness of using modern curriculum design methods in improving the curriculum design skills of students of the College of Physical Education. There is a need to develop similar training programs to develop the curriculum design skills of teachers and curriculum designers. The recommendations were: Adopting smart teaching systems and multimedia in teaching physical education courses due to their effectiveness Developing training programs to develop curriculum design skills among teachers and curriculum designers in physical education colleges. Reducing the number of students in classes and training teachers on an ongoing basis. Involving faculty members in developing physical education curricula and training teaching assistants. Paying attention to the continuous professional development of physical education teachers. Conducting further studies to measure the effectiveness of other strategies in improving the quality of teaching physical education courses

Training of Teachers for Cadet Classes: Approaches and Successful Practices

The article offers an analysis of approaches and successful practices of teacher training for cadet classes. Various groups of methods were used in the course of the study, including the method of comparative analysis of normative and legal documents; analysis, systematization and generalization of the data obtained; complex analysis, classification and structuring of information and statistical data; modeling method; generalization of research results. As a result, system solutions for the training of teachers of cadet classes have been developed and theoretically substantiated. It should be noted that one of the conceptual ideas of teacher training for cadet classes is the idea of continuity and individualization of professional development of teachers in the field of education and socialization of students. Continuous professional development of teachers, including teachers of cadet classes, is carried out through the integration of formal and non-formal education, as well as through self-education and self-education. Teachers of cadet classes should have the competencies necessary for the full implementation of professional functions in the organization of education and socialization of students, since the teacher of the cadet class works not only with students, but also with cadet families, focusing on issues of social protection, education, formation of healthy public opinion and mood. The tasks of the educator of the training course include studying the mood, requests and needs of child-parent relations in cadet families and systematically informing the management and specialists of various services about the urgent tasks of working with cadet parents. The training of teachers of cadet classes is focused on the formation of a number of skills among educators: to analyze the academic performance and involvement of students in the educational process, to build effective communication, to organize activities to prevent negative manifestations and offenses.

Evaluating the K-13 Versus Merdeka Curriculum : Impacts on Primary, Junior, and Senior High School Education in Indonesia

This study aims to evaluate the impacts of the 2013 Curriculum and the Merdeka Curriculum on primary, junior, and senior high school education in Indonesia. The 2013 Curriculum was introduced to enhance critical thinking, creativity, and character education, while the Merdeka Curriculum emphasizes greater flexibility, independence, and student-centered learning approaches. This study used a mixed-methods with a comparative analysis to assess educational outcomes, teacher and student adaptability, and overall satisfaction within these distinct curricular contexts. Data was collected via surveys, interviews, and academic performance metrics from a representative sample of schools across different regions of Indonesia. Quantitative data from surveys were analyzed using descriptive statistics and inferential statistics, including t-tests and ANOVA, to compare student engagement levels and academic performance under both curricula. Qualitative data from interviews and observations were coded and analyzed thematically to capture the nuanced experiences and perceptions of teachers and students. Research findings show that the 2013 Curriculum and the Merdeka Curriculum have their strengths and weaknesses, the latter is generally viewed more favorably by teachers and students for its emphasis on flexibility, learner autonomy, and holistic development. The Merdeka Curriculum has shown promise in fostering student engagement, critical thinking skills, and creativity, yet challenges persist in terms of implementation, teacher training, and resource allocation. A novel finding of this research is the significant improvement in holistic assessment practices under the Merdeka Curriculum, which better captures student competencies beyond standardized testing. Additionally, the study highlights the critical role of equitable resource allocation and continuous professional development for teachers in the successful implementation of curriculum reforms.

Methodological strategies to extend the attention of the students of the sixth year EGB of the Educational Center "5 de mayo" in the teaching-learning process of the English language

This investigation delves into the efficacy of various methodological strategies in sustaining student attention within a sixth-grade English classroom in Chone City. With a class size of 62, maintaining student engagement presents a significant challenge. To address this, the study employed a bibliometric analysis to inform the research framework. A convenience sample of five English teachers with varying levels of experience was selected for in-depth interviews. Additionally, classroom observations were conducted to gather comprehensive data. The research findings illuminate the correlation between specific methodological approaches and their impact on student attention levels. By examining the perspectives of experienced educators and observing classroom dynamics, this study offers valuable insights into effective strategies for optimizing student engagement in large-scale classroom settings. The study also explores the role of interactive and participatory teaching methods, such as group discussions, multimedia presentations, and hands-on activities, in fostering a more engaging learning environment. By integrating these approaches, teachers can create a more dynamic and stimulating classroom atmosphere that caters to diverse learning styles and keeps students actively involved. Furthermore, the research highlights the importance of continuous professional development for teachers, enabling them to stay updated with the latest educational trends and techniques. This ongoing learning process empowers educators to implement innovative strategies that can effectively capture and maintain student interest. Ultimately, the findings of this study aim to provide a comprehensive understanding of the factors that contribute to student engagement and offer practical recommendations for educators seeking to enhance the learning experience in large classroom settings.

School leaders’ perspectives of the continuous professional development of teachers

School leaders’ perspectives of the continuous professional development of teachers

A study of composition of teaching personnel working in pre-professional classes in Moscow’s schools

Problem and aim. Pre-professional classes are an efficient tool of solving the task of developing innovative economy of Moscow. The quality of learning outcomes and practical skills of students enrolled in pre-professional classes depends on the qualification of teachers. The aim of this study was to analyze and identify special aspects of the composition of teaching personnel who work in pre-professional classes in Moscow’s schools. Materials and research methods. The study was based on the data dedicated to teachers’ education, continuous professional development, and teaching experience. The dataset included open data published on schools’ websites and the data obtained from the Department of Education and Science of Moscow. The study involved the data of 2,215 teachers from 30 Moscow’s schools. The following has been accomplished within the study: conducting consultations with experts, reviewing academic literature and regulatory documents, data processing for statistical analysis, developing indicators, statistical processing of data, integrating and interpretating the obtained data, contrastive analysis of data of 30 schools, comparative analysis of the dataset with the data by Federal State Statistics Service. Research results. A portrait of a typical teacher teaching in pre-professional classes in Moscow’s schools is the following: a teacher by first job, aged 46.9 years, with highest qualification category, often with teaching experience of 26 and more years, with experience in the current organization of less than 5 years, and with high educational attainment. Almost all teachers included in the dataset have higher education. Some teachers have accomplished a number of higher education programmes and have a PhD or a Dr. Sc. degree. Regarding higher education attainment, teachers have graduated from teacher training and non-pedagogical universities (classical, specialized) in almost equal proportion. Teachers have studied in 82 different regions of Russia and 14 foreign countries. Mostly, teachers have acquired higher education in Moscow. The less the teaching experience of teachers the higher the ratio of teachers who have obtained a degree in Moscow’s non-pedagogical universities (classical or specialized). 72.8 % of teachers have participated in in-service training programmes, while 21.8 % of teachers have been enrolled in professional retraining programmes during their career. 24 % of teachers are continuously engaged in professional development activities. Teachers have been enrolled in in-service and professional retraining programmes at more than 600 providers of continuous professional development in 67 regions of Russia and 6 foreign countries. A large proportion of professional development programmes mastered by teachers are offered by providers located in Moscow. Conclusion. The scientific novelty of the study lies in the fact that the data on educational trajectories of Moscow’s teachers collected by informational systems have not been studied before. The results of the study include developing a generalized portrait of a teacher, describing higher education and continuous professional development of teachers, identifying the ratio of pedagogical and non-pedagogical majors of teachers, showcasing the geography of higher educational institutions and CPD providers. The practical value of the study includes using the obtained results as a basis for decision making in the field of CPD programme management involving teachers of pre-professional classes, developing and / or improving an analytical system of collecting and processing data dedicated to teachers’ educational trajectories.

The Impact of Technology Induced Professional Development Model on Coaching and Mentoring of Teachers

The paper assessed the impact of technology-enhanced coaching and mentoring on the Continuous Professional Development (CPD) of teachers. It examined leveraging technology to build mentors’ capacity, support mentees, and improve learning outcomes even with limited resources. The study explored the feasibility and effectiveness of a technology-enhanced training model in promoting CPD for mentors and enhancing teacher competencies in low-performing schools. A cross-sectional survey design was used, with questionnaires collecting data from 500 school improvement support officers (SISOs) in Ghana, selected through quota sampling. The data was analyzed using descriptive statistics. The results indicated that technology stimulates teachers’ curiosity, intrinsic motivation, learning quality, and creative thinking. The study also found that technology-induced CPD is cheaper in the long term compared to traditional face-to-face models. However, many teachers face issues with internet connectivity and high data consumption, hindering access to online content despite having smart devices. The study recommends deliberate capacity building for teachers to improve their skills in accessing technology-enhanced CPD. It also suggests collaboration between governments, educational institutions, telecommunication companies, and internet service providers to make internet connectivity accessible and affordable. Exploring zero-rated data for teachers to access relevant content is also recommended. Keywords: Technology, motor learning outcome, teacher professional development, model

The effectiveness of in-service teacher training programs in enhancing teaching quality and student achievement

In the rapidly evolving landscape of education, the continuous professional development of teachers is essential for maintaining high standards of teaching and enhancing student achievement. In-service teacher training programs, which provide ongoing education and training for currently employed teachers, are a crucial component of this professional development. This study uses a mixed-methods approach to investigate the efficacy of in-service teacher training programs in enhancing student success and teaching quality. To obtain thorough data on their experiences and perspectives, 286 in-service teachers from various schools around Kampala completed a survey. Additionally, 52 in-service teachers were interviewed, providing a comprehensive insight into their experiences. According to the quantitative results, 71% of the respondents had previously taken part in in-service training; 61% reported improvements in the quality of their instruction, and 71% noted improvements in student performance. The chi-square tests and regression analysis results showed that in-service training significantly improved student achievement and teacher quality. These findings were corroborated by the qualitative data, which highlighted themes including improved teaching strategies, increased teacher confidence, enhanced student engagement, impact on student achievement, and teacher motivation and morale. The study also highlights the value of peer cooperation and hands-on workshops in training programs and emphasizes the necessity of ongoing, customized professional development. This study offers a comprehensive knowledge of the efficacy of in-service teacher training programs by integrating quantitative and qualitative data. This understanding will be beneficial for educators and policymakers as they build more effective professional development initiatives.

Difficulties among Teachers' Emotional Regulation: Analysis for the Development of Student Well-Being in Chilean Schools.

Emotional regulation, a process that involves detecting and evaluating physiological signals in response to stressful events, is a crucial aspect of preparing students for school and ensuring teachers' effectiveness, stress management, and job satisfaction. This research, which adopted a quantitative approach, used a non-experimental comparative and cross-sectional design with a non-probabilistic sample by convenience. The study involved the participation of n = 1321 teachers (n = 125 preschool education; n = 645 primary education; n = 417 secondary education; n = 134 higher education). The results revealed significant differences in the total scores of emotional regulation difficulty between teachers at the higher education level and primary and secondary school teachers, with the latter group showing higher levels of difficulty. The findings suggest that the impact of emotional regulation difficulties affects professional performance, highlighting the importance of interventions aimed at improving teachers' self-efficacy, resilience, and emotion regulation to reduce emotional exhaustion. From a practical point of view, our findings underline the importance of integrating emotional regulation training into pre-service teacher education and continuous teacher professional development programs. This could improve relational dynamics between students and teachers, fostering an environment conducive to teaching and learning processes.

Assessment of the Relevance and Experience of Point-Based Teacher Continuous Professional Development (PBTCPD) Workshops in Ghana

Assessment of the Relevance and Experience of Point-Based Teacher Continuous Professional Development (PBTCPD) Workshops in Ghana

The Impact of English Teachers’ Professional Competence on Students’ Performances of the Second Grade at SMA Swasta Santu Xaverius Gunungsitoli in 2023/2024

This study aimed to explore the impact of English teachers' professional competence on the performance of second-grade students at SMA Swasta Santu Xaverius Gunungsitoli. Employing a quantitative research approach, the study utilized a correlational design to identify patterns between teacher professional competence and student performance. Data were collected through questionnaires and analyzed using simple linear regression. The findings revealed a moderate positive correlation between teacher professional competence and student performance, indicating that higher teacher competence levels significantly enhance student academic outcomes. Consequently, the null hypothesis was rejected, and the alternative hypothesis was accepted. These results underscore the importance of continuous professional development for teachers to improve student performance

Equipping Civil Technology Teachers with Hands-On Skills and Educational Resources for Effective Teaching of Practical Lessons

Continuous professional development for teachers will always be prioritized, especially in cases where there are obvious and conspicuous gaps in their subject-matter expertise and when they handle practical skills exercises with inadequate planning and delivery. Hence, this study explores the effects of equipping Civil Technology teachers with hands-on skills and provision of educational resources for effective teaching of practical lessons. This study purposefully sampled nine (09) Civil Technology teachers from Ekurhuleni East, Gauteng province of South Africa. This study was hinged on Stronge’s qualities of effective teachers as its framework. This study adapted a mixed method design where closed-ended questionnaires and semi-structured interviews were considered relevant data collection instrument and sources. A sequential explanatory design was used to analyze the collected data. The findings reveal that even though teachers get continuous hands-on skills training from the Gauteng Department of Education (GDE) annually, the trainings are often too generic and do not adequately boost teachers with confidence to teach specific skills (i.e., construction and plumbing) to learners. As a result, Civil Technology teachers could not actualize their continuous professional development training as an element of learning to become innovative skills teachers. The survey found that while certain Ekurhuleni East schools have instructional tools, some of the teachers were not trained to use them, which made it difficult to effectively teach practical lessons in Civil Technology. Therefore, this study recommended that the Gauteng Department of Education should focus on discipline specific instructional strategies that will promote innovation in skills-based activities in Civil Technology.

ANALYSIS EXPLORING THE INFLUENCE OF TEACHER-PERCEIVED SUSTAINABLE LEADERSHIP AND ENHANCEMENT STRATEGIES ON CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN CHINESE VOCATIONAL COLLEGES: A GROUNDED THEORY APPROACH

The purpose of this study, which is set against the backdrop of teachers' perceived sustainable leadership, is to investigate the key factors that determine the professional development and potential improvement strategies of Chinese vocational college teachers. ten vocational college teachers in Shandong Province, China, were selected for semi-structured interviews using a purposive sampling method, and the interview texts were coded and analysed using the grounded theory. The findings indicated that the continuous professional development of vocational college teachers is significantly influenced by multiple factors, which include teachers’ perception of their professional development, schools’ policies and systems, the fairness of allocating resources and the organisation’s cultural environment. As a result, the professional growth and autonomy of vocational college teachers can be substantially enhanced by establishing a robust institutional guarantee system, fostering a supportive and inclusive organisational culture, and advocating for the implementation of personalised development plans.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0110/a.php" alt="Hit counter" /></p>

THE INFLUENCE OF EDUCATIONAL SERVICE QUALITY AND SCHOOL IMAGE ON STUDENT SATISFACTION IN PRIVATE HIGH SCHOOL "X" BANDUNG CITY

This study aims to determine the influence of the quality of educational services, student satisfaction, and school image on student satisfaction at Private High School (SMA) "X" Bandung City, West Java. The population in this study is all students in grades X, XI, and XXII totaling 99 students, and 2023 alumni totaling 28 people (a total of 127 respondents). The results of the analysis and discussion were as follows: (1) The quality of education services has a positive and significant influence on the satisfaction of students at private high school with a total influence of 32.0%. (2) In addition, school image also has an important influence on students' satisfaction, which is 36.5%. (3) The school's image has also a significant positive influence on satisfaction with an overall influence of 68.5%, and it is recommended that schools provide continuous professional training and development for teachers to improve knowledge, skills, pedagogy.