Teachers Of Courses Research Articles

La competencia digital del profesorado canario para atender a la diversidad funcional

Background: teachers have been identified as the cornerstone in the development of digital competences as a guarantee for reducing the digital divide among pupils. Objective: to analyse the level of digital competence of teachers in the Canary Islands with regard to the application of ICT to cater for diversity. Method: a descriptive cross-sectional study was designed with a sample of 382 teachers (100 males and 282 females). The questionnaire used was called Diagnosis and teacher training for the incorporation of ICT in students with functional diversity. Results: Global ICT knowledge scored substantially below the average of the questionnaire in all the Canary Islands. According to the initial training of the teachers, significant differences were found in all dimensions in favour of Special Education teachers (p < .05). Those with 1-3 years of experience have more ICT training (p < .05). Conclusion: there is a low level of training among all teachers in the Canary Islands with regard to the application of ICT with pupils with functional diversity. However, teachers with a specialisation in Special Education and those with less professional experience show greater ICT training. Future lines of research should shed more light on how digital training courses for teachers can have an impact on the holistic development of schoolchildren.

OPEN EDUCATIONAL PLATFORMS FOR THE PROFESSIONAL DEVELOPMENT OF TEACHERS OF SCIENCE, MATHEMATICS AND TECHNOLOGY

The article is devoted to the problem of studying the professional development of teachers of science and mathematics education and technology in the conditions of martial law. The purpose of the article is to characterize open educational platforms for the professional development of teachers of science and mathematics education and technology. These platforms include: the social project «Coaching for Ukraine» created by the AcademyOcean team, which operates with the support of the state; training courses for teachers on the Prometheus+ platform; professional development courses on the Iteacher platform; the Ukrainian educational online portal for teachers «Na urok»; the educational project «Vseosvita»; and the online education studio Educational Era (EdEra). The experience of the Institute of Postgraduate Education of Borys Grinchenko Kyiv University, where instructors have developed and implemented original training courses for teachers with different levels of digital competence, is highlighted. It is emphasized that the professional development of teachers with the active use of open educational platforms takes place in accordance with the principles of open education. It has been found that the content of the in-service training of teachers of science and mathematics education and technology in the context of the use of digital tools in the educational process contributes to the renewal of the organization of the educational environment of a general secondary education institution in a remote mode, highlights the features of the learning process organization of students in synchronous and asynchronous modes. It has been proven that the use of digital tools by a teacher is closely related to his digital competence, which needs attention from the professional development system.

Машинно-испытательная станция как база практической подготовки агроинженеров

The new materials about V.P. Goryachkin have been recently found in the archives of the Museum of Agricultural Mechanics named after V.P. Goryachkin (Russian State Agrarian University - Moscow Timiryazev Agricultural Academy). These finding helped clarify and supplement information about the history of establishing the agro-engineering scientific and pedagogical school by Vasily Goryachkin at Moscow Agricultural Institute - Petrovskaya Agricultural Academy - Timiryazev Agricultural Academy. The newly discovered documents reveal some of the circumstances of the construction of the Machine Testing Station at Moscow Agricultural Institute in 1913, the establishing of the Faculty of Agricultural Mechanics of Timiryazev Agricultural Academy in 1928, as well as further training courses for teachers in the field of agricultural engineering. Documents related to the opening of the All-Union Institute of Agricultural Engineering in 1928 were also introduced into scientific circulation for the first time. Particularly valuable facts concerning the life and work of V.P. Goryachkin, can be found in the earliest memoirs about the great scientist, written by his closest student and long-term colleague Professor B.A. Krill in 1937, two years after the death of Vasily Goryachkin.

The Motivation Towards Work Among Teachers of Physical Education and Sports Sciences in the Directorate of Najaf Governorate, According to Years of Experience

The research aimed to identify the motivation towards work among teachers of physical education and sports sciences in the Directorate of Najaf Governorate. The research included four chapters, including: Chapter One Introduction and the importance of motivation in the field of educational psychology and its importance in various fields, as well as its relationship to years of experience, which has a direct impact on the relationship. And the second chapter, the researchers used the descriptive approach in the style of the correlational relations for its suitability for the research sample. The research sample was teachers of physical education and sports sciences in the Directorate of Najaf Governorate, and they were chosen randomly. The researchers used tools and means of collecting information that are commensurate with their research. (1990), which consisted of (25) paragraphs and was adopted in the research. As for the exploratory experiment conducted by the researcher to identify the negatives and obstacles that they encounter, The researcher distributed the questionnaire to the sample that is not included in the basic research sample, and the two researchers conducted the scientific foundations, which included stability, honesty and objectivity, to verify the main results that were conducted on the sample by distributing the aforementioned questionnaire to them. As for the statistical methods, the researcher used the arithmetic mean - the standard deviation - Pearson's correlation coefficient - the t-test for one sample - the t-test for two independent samples - the statistical significance test for the correlation coefficient. The teacher had more years of experience and had a motivation towards work. And the fourth chapter, the researcher concluded, the emergence of positive motivation for teachers with more experience, meaning that the more positive the motivation towards work, the greater the motivation towards work among the research sample. In the light of the results, the researcher presented some recommendations and proposals, as the two researchers recommended training courses for teachers of physical education and sports sciences in their field of work. Achieving effectiveness and motivation towards work.

Employing the Community of Inquiry Framework in an Asynchronous Graduate Course for Teachers

Employing the Community of Inquiry Framework in an Asynchronous Graduate Course for Teachers

Образовательный потенциал театрально-педагогических практик

Relevance. The Ministry of Education of the Russian Federation has issued guidelines for ensuring a school theatre operating in every school. The task arising out of these guidelines for the researches of theatre practices in education is to find sociocultural deficits which can be eliminated by the means of theatre projects and to provide practical theatrical forms for solving the issues. The relevance of the study is defined by the need for clear directions on how to implement drama in education. The aim of the article is to provide psychological and pedagogical analysis of theatre practices in education as well as to highlight their educational value. Objective. The purpose of the work is to present a psychological and pedagogical analysis of the educational resource of theatrical and pedagogical practices. To achieve this goal, the article provides a phenomenological description and analysis of three implemented theatrical educational projects. Sample. The material for the analysis was the graduation qualification projects of undergraduates of the programme ‘Theater Pedagogy and Directing the Educational Environment’ of Moscow City University. In this analysis, particular attention was given to the description of the goals and results of the projects. Graduates of 2022 whose works belong to three different types of educational situations were selected as respondents. Projects of the three types were involved: a project implemented in general education, a project of extra education, and an educational project implemented in professional theater Methods. In preparing the work, the method of free interview was used, which made it possible to collect information about the projects implemented by undergraduates. It is important that this type of interview allows you to use not only the researcher's own conclusions, but also the experience of people directly related to the subject of research. Results. The results of this work are presented in the form of case studies considered in the advanced training courses for teachers and in the master's classes in the profile: ‘Theater Pedagogy and Directing the Educational Environment’ of Moscow City University. It is planned to further formalize the results of the study in the form of methodological recommendations for teaching staff. Conclusions. The article presents a general analysis that allows us to draw a conclusion about the existing socio-cultural deficits that impede the development of personal and meta-subject competencies of students of different ages, as well as a description of specific areas of possible psychological and pedagogical work of theatre practices in education.

Legislating Phonics: Settled Science or Political Polemics?

In this commentary, we identify a phonics-first ideology and its polemical distortions of research and science to promote legislation that constrains and diminishes the teaching of reading. We affirm our own, and a majority of reading professionals’, commitment to teaching phonics. However, we argue that phonics instruction is more effective when embedded in a more comprehensive program of literacy instruction that accommodates students’ individual needs and multiple approaches to teaching phonics—a view supported by substantial research. After summarizing the politicization of phonics in the United States, we critique a legislated training course for teachers in Tennessee as representative of how a phonics-first ideology is expressed polemically for political purposes. We contrast it with a more collaboratively developed, balanced, nonlegislative approach in the previous governor’s administration. Specifically, the training course (a) makes an unfounded claim that there is a national reading crisis that can be traced to insufficient or inappropriate phonics instruction; (b) distorts, misrepresents, or omits relevant research findings and recommendations, most prominently from the report of the National Reading Panel; (c) inaccurately suggests that “balanced literacy instruction” is “whole language” instruction in disguise; and (d) wrongly claims that its views of phonics are based on a settled science of reading.

OCRA – an outreach program on cosmic rays for teachers and students

The Outreach Cosmic Ray Activities (OCRA) project was created in 2018 within the Italian Istituto Nazionale di Fisica Nucleare (INFN) to offer a platform for all outreach activities focusing on cosmic rays within the institute. OCRA now counts 22 of the institute’s divisions all over Italy as members. The project offers activities both for students and teachers. The one activity common to all local groups is the participation in the yearly International Cosmic Day, organized by DESY, inviting high school students to carry out hands-on measurements of the cosmic ray flux and learn about the related physics background. Two students from each division are then selected to participate in the annual OCRA science camp, a three-day full immersion into the life of a physicist. For both teachers and students, the OCRA website https://web.infn.it/OCRA/, offers a series of online laboratories designed both to be used by students individually but also to be offered in the classroom by teachers. A section dedicated to teachers provides ample material to help bring these laboratories to the classroom. The online materials were presented in a course for teachers in spring 2021. In addition to the national efforts, there are also local initiatives of the OCRA member groups: workshops and secondments, science competitions and the development of new detectors for outreach activities offer a multitude of possibilities for students to engage with our researchers and to explore the world of cosmic rays. This article provides an overview on all activities offered by OCRA with a particular focus on the 2022 science camp.

Investigating the awareness, attitude and performance of kindergarten teachers towards social harms and children's abuse

Child abuse is a widespread social phenomenon with life-long severe consequences. Kindergarten teachers can follow up on this issue by constantly interacting with children and families in case of family dysfunction. This study investigated the knowledge, attitude and performance of kindergarten teachers in Tehran in 2022. The current study was descriptive; the statistical population included all kindergarten teacher certificate holders from the welfare organization. Subjects were selected by stratified (random) sampling from educational centers for kindergarten teacher courses under the supervision of welfare organizations that had received certificates. The sample size was 350 people, and the data collection tool was a questionnaire. The data was analyzed with SPSS version 22 software. The findings showed that the knowledge and awareness of 66.9% of the teachers regarding misbehaving with a good child and the attitude of 54.9% of them are at the desired level. Also, the performance of 88.1% of them in facing child abuse was poor and average. The results of this study showed that kindergarten teachers had a good knowledge of child abuse, a favorable attitude toward dealing with child abuse, and a poor performance in dealing with child abuse. The weak performance may be due to fewer training courses, fear of marginal issues of dealing with child abuse, or the lack of clear legal guidelines for dealing with child abuse.

МОВНА ПОЛІТИКА В УРСР В ГАЛУЗІ ОСВІТИ (1960–1980-і рр.)

The article highlights the peculiarities of language policy in education during the period of «stagnation». The author analyzes the legal acts related to the process of Russification of school education, in particular, the Resolution «On Further Improvement of Learning and Teaching of the Russian Language in the Union Republics» of June 1, 1978, the USSR Law «Fundamentals of the Legislation of the Union of the Soviet Socialist Republics and the Union Republics on Public Education» of July 19, 1973, the Resolution of the Ministry of Education of the Ukrainian SSR «On Additional Measures to Improve the Teaching of the Russian Language in National Secondary Schools» of May 26, 1983, etc. The state educational policy of the Soviet government contributed to an increase in the number of Russian-language schools and classes for in-depth study of the Russian language, the establishment of allowances for Russian language teachers, the introduction of advanced training courses for Russian language teachers, and an increase in the number of textbooks on academic subjects written in Russian. The author traces the dynamics of the number of schools with one and two languages of instruction in the Ukrainian SSR during the 1959-1965 academic years. The analysis of the number of schools with one language of instruction during the mentioned period shows a decrease in the number of schools with Ukrainian as the language of instruction by 1725 units. As for the schools with Ukrainian-Russian language of instruction, there was a tendency to increase them by 107 units, and the number of schools with Russian-Ukrainian language of instruction increased by 73 units. It was found that the Russification of the educational process also took place in higher education. It was accompanied by the teaching of academic subjects in Russian, the dissemination of Russian-language literature, and the conduct of admission campaigns mainly in Russian. In spite of Russification and assimilation, prominent figures of the national liberation movement campaigned by distributing leaflets among the population, in which they opposed the reduction of Ukrainian-language educational institutions and pressure on the Ukrainian language. In response, the Soviet leadership took measures aimed at persecuting and eliminating active public figures. The Russification policy of the Soviet authorities in the field of education led to a national and cultural upsurge of student youth, who, despite the threat of persecution, distributed self-published literature among the general Ukrainian population, which truthfully covered the Russification policy of the Soviet leadership, the assimilation of the cultural and spiritual values of the Ukrainian people.

Implementation of a blended learning course for future English language teachers

Implementation of a blended learning course for future English language teachers

Praxiologias translíngues emergentes em três contextos de desenvolvimento profissional de professores de inglês no Centro-Oeste brasileiro

ABSTRACT: In this article, we explore our attempts to infuse the classes we teach with our emergent translingual praxiologies. We describe this process in three educational contexts: an undergraduate English major course, a graduate course in Linguistics, and an in-service course for public school English teachers, all in the Midwest region of Brazil. To do so, we use qualitative, interpretive research through personal narratives. For us, translingual understandings emphasize language as fluid, negotiable, and creative, in contrast to monolingual orientations that hold languages to be discrete, fixed, and finite. Such ideas hold potential for developing (de)colonial approaches to linguistic education, which value diverse ways of knowing and being that potentially enhance life across the globe.

VOZES DISCENTES DO CURSO DE LICENCIATURA EM QUÍMICA DA UFRGS: UMA ANÁLISE SOBRE A PERSPECTIVA CURRICULAR

THE STUDENT VOICES OF THE CHEMISTRY DEGREE COURSE AT UFRGS: AN ANALYSIS OF THE CURRICULAR PERSPECTIVE. The reflections and data presented and discussed in this text represent a portion of the conclusions after an investigation carried out in a master’s research, whose focus was on understanding the curriculum of the training course for chemistry teachers in effect since 2017/2 at UFRGS. The study reported in this article consists of the analysis of the responses obtained from undergraduates through the application of questionnaires. The emphasized issues concern the structure of the course, its disciplines, didactic procedures, teaching strategies, materials, evaluation forms and other aspects aimed at the contribution of specific, pedagogical, and articulating disciplines in the formation of chemical educators. The results indicate maintenance of a curricular matrix that favors academic content taught in the traditional way, but with the inclusion of disciplines characterized by future teachers as essential to the formation of their teaching identity, pedagogical autonomy, and professional development. In addition, there is a disparity between the didactic procedures followed in the different disciplines, which indicates aspects to be prioritized in future reconfigurations of the curricular matrix.

Two sides of the same coin? A comparison of research and practice orientation for teachers and doctors

Teacher training and medical degrees prepare students for evidence-based practice. This study examines how the learning opportunities of both programmes qualify students for this. Until now, a large-scale perspective on the university courses of student teachers and medical students in Germany has been lacking. The present study aims to fill this gap by comparing learning opportunities in teacher training and medical degrees. Three research questions are addressed: (1) Are the learning opportunities oriented to research and practice? (2) How are the learning opportunities designed didactically? (3) Which didactic designs are related to research orientation and practice orientation? NEPS-data from student teachers (N = 6322) and medical students (N = 1063) were used for the analyses. On this basis, implications for the design of teacher training learning opportunities are discussed.

Online vacation training course for primary teachers conducted by department of education, Kerala - An empirical study

Online Teachers' Professional Development programs, both synchronous and asynchronous, are relatively new in the educational arena. They have been available in the business sector for nearly two decades. In the wake of the closure of schools due to the COVID-19 outbreak, the Kerala Infrastructure and Technology for Education (KITE), in association with the Education department of Kerala, has come up with a novel idea of imparting online training to over 81,000 primary teachers in the state, spanning over 11,274 schools. It has been decided to provide specific vacation training to all primary and upper primary teachers during April and May to enhance their professional development. The KITE-VICTERS channel telecasted a special program on the training, which took place in May 2020. This study may pave the way for additional research that can offer more insights for future online training courses. This, in turn, may lead to the study of the impact of online training courses on the academic achievements of school children. The investigator conducted the study through a survey method. The findings of the study show that teachers with more than fifteen years of teaching experience showed more interest in online vacation training courses than their younger counterparts. Online classes enabled the teachers to think differently in new situations and use modern social media and mass media technology innovations. Mass education may change to individualized education in the coming year due to the COVID-19 pandemic. Proficiency in diverse areas is required, rather than specified skills, to cater to the needs of students in post-COVID-19 situations.

Teachers’ Knowledge about the use of ICT in the ELT Classroom

Information and Communication Technology (ICT) as a potential tool for enhancing the quality of education in Nepal and other countries. However, there is a lack of research examining secondary level English teachers’ knowledge in the integration of ICT. In this study, we aimed to investigate teachers’ knowledge in the use of ICT in secondary English classrooms. The study employed a quantitative method with a cross -sectional survey approach. It was conducted in Sudurpaschim province where the data were collected from 150 secondary English teachers through a questionnaire survey. The findings suggest that, to a large extent, secondary level English teachers have a largely inadequate knowledge of ICT and knowledge of ICT use in teaching. Based on the findings, we argue that it is crucial to improve English teachers’ knowledge of both aspects, and more training courses for teachers’ knowledge development are needed.

A MODEL OF A VIRTUAL TUTOR CAPABLE OF SEEKING THE ANSWER TO THE LEARNERS CONCERN IN THE TEACHERS COURSE MATERIAL

In the operation of online and distance learning institutions, tutors are responsible for coaching, mentoring, and guiding learners during their courses. However, when a learner needs a tutor, the tutor is sometimes overwhelmed and unable to satisfy the learner in time.Moreover, the mode and time of work differ from student to student, which makes monitoring very difficult. Thus, to overcome the unavailability of a tutor or teacher, we proposed a conversational agent that can address the concerns of students in real time based on the teachers course. The objective was to design a chatbot that can interact with the learner, understand his/her concerns and provide accurate answers at any time, autonomously browsing the course of the concerned teacher. We used a natural language processing (NLP) method to enable our chatbot to understand human language and respond to questions asked. The results showedthat our chatbot manages to provide an adequate response depending on the context.

영감의 연기를 위한 미하일 체홉 테크닉의 고찰

This study aims to investigate inspiring factors in the Michael Chekhov Technique to establish a concrete way to inspired acting. Inspiration is a creative stimulus that leads to the creation of a character's internal and external life and a driving force that leads him to live a diverse role away from the habits of his body and mind. But inspiration works in subconsciousness and can never be controlled artificially, so Chekhov comes up with a variety of techniques that will inspire indirectly and organically. This study examines the principles and detailed elements of the Michael Chekhov technique, focusing on the 'chart for acting inspiration'. This thesis researches the Michael Chekhov Technique and his acting philosophy, focusing on the ‘Chart of Inspired Acting.’ To this end, the researcher referred to all Chekhov's books as well as writings by several Chekhov experts, including David Zinder, Lenard Petit, Lisa Dalton, and Franc Chamberlain, and added depth to his understanding of the technique by participating in the teacher course of the National Michael Chekhov Association. On Chart of Inspired Acting, ‘Psychophysical Exercises,’ ‘Quality,’ ‘Four Brothers(Feelings of Ease, Beauty, Form, and Entirety),’ ‘Truth and Style,’ ‘Composition,’ ‘Psychological Gesture,’ ‘Imaginary Center and Body,’, ‘Atmosphere,’ ‘Objective,’ ‘Focal Point,’ ‘Ensemble,’ ‘Improvisation,’ ‘Radiating and Receiving,’ and ‘Imagination’ are all based on the mind-body connection and trigger the various factors of inspiration effectively.
 Also, all the techniques are deeply interconnected, so when one technique activates inspiration, all the others instantly function. After Chekhov proposed the Chart of Inspired Acting, he continued to develop new skills and exercises. This fact suggests that, if necessary, it is possible to add other inspiring factors to his technique and devise effective and systematic exercises.

The specialized knowledge of middle school teachers concerning the concept of function

This study presents research focusing on in-service mathematics teachers and their approach to tasks aimed at developing of functional thinking. The analysis is based on the model of The Mathematics Teachers' Specialised Knowledge -- model MTSK by Carrillo et al. (2018). The research question is the following: What ``specialised knowledge'', in the sense of the MTSK framework, is revealed when a~middle school teachers solve and discuss the selected tasks? The research was conducted with 9 teachers, who voluntarily participated in the professional development. The teachers solved a~set of 30 tasks that were selected with a~focus on 4 aspects of the concept of function, different representations and transitions between them and different actions that learners engage in the task solving. In this study, we analysed the teachers' written solutions and the discussion with the teachers about a~particular task. Reflecting on their work as learners was very important in moving from dealing with the mathematics itself to shifting to developing their knowledge of mathematics teaching (KMT) and knowledge of features of learning mathematics (KFLM) in terms of the MTSK framework. The results helped us to identify gaps in teachers' specialised knowledge and consequently will help us to improve professional development courses for both in-service and pre-service teachers.

Inclusive Teaching Competency Model and its Applicability on Elementary School Teachers of Pune District in India

The SDG 2030 Goal 4 emphasized Inclusive Education. This paper focuses on the Inclusive Teaching Competency (ITC) Model. ITC Model is a framework that represents the structure of inclusive teaching competency by defining its areas and individual competencies that are consist under each area. The ITC Model specifically deals with the competencies required for school teachers while teaching an inclusive classroom that includes children with or without disabilities. The purpose of this research paper is to elaborate on the applicability of this ITC model. The method of research is the survey method and the findings are in the form of quantitative data. The finding reflects the status of teachers with respect to inclusive teaching competencies. The model will be helpful for teachers for self-assessment of inclusive teaching competencies. Furthermore, it will assist school administration in designing need-based courses for school teachers towards in-service teacher training and orientation in inclusive teaching competencies.